MHE RDG Wonders Teachers Edition Grade2 Unit1

Grade 2
Unit 1
TEACHER’S EDITION
Master the
Common Core
State Standards!
Go Create Your
Digital
Digital Classroom!
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
Cover and Title Pages: Nathan Love
www.mheonline.com/readingwonders A
Copyright © 2014 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.
Send all inquiries to:

McGraw-Hill Education
Two Penn Plaza
New York, New York 10121
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 WEB 17 16 15 14 13 12
Common Core State Standards© Copyright 2010. National

Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
CCSS Reading/Language Arts Program
Program Authors
Dr. Diane August Dr. Jan Hasbrouck
Principal Investigator, National Educational Consultant
Institutes of Child Health and and Researcher
Human Development J.H. Consulting
Washington, D.C. Los Angeles, California
Gibson Hasbrouck and Associates
Dr. Donald Bear Wellesley, Massachusetts
University of Nevada, Reno
Reno, Nevada Margaret Kilgo
Educational Consultant
Dr. Janice A. Dole Kilgo Consulting, Inc.
University of Utah Austin, Texas
Salt Lake City, Utah
Dr. Jay McTighe
Dr. Jana Echevarria Educational Consultant
California State University, Long Beach Jay McTighe and Associates
Long Beach, California Columbia, Maryland
Dr. Douglas Fisher Dr. Scott G. Paris

San Diego State University Vice President, Research
San Diego, California Educational Testing Service
Princeton, New Jersey
Dr. David J. Francis
University of Houston Dr. Timothy Shanahan
Houston, Texas University of Illinois at Chicago
Chicago, Illinois
Dr. Vicki Gibson
Educational Consultant Dr. Josefina V. Tinajero
Gibson Hasbrouck and Associates University of Texas at El Paso
Wellesley, Massachusetts El Paso, Texas
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

PROGRAM AUTHORS
(Echevarria) Deborah Attoinese Photography; (Fisher) Photography by Monet; (Gibson) Courtesy Vicki Gibson; (Hasbrouck, Shanahan, Tinajero) McGraw-Hill Companies/Ken Karp, photographer; Kilgo (Courtesy Margaret Kilgo); (Bumgardner) Courtesy sixcentsphotography; (Walker-Dalhouse) Dan Johnson, Marquette University; (others) McGraw-Hill Companies.
Dr. Diane August Dr. Donald R. Bear Dr. Janice A. Dole
National Institutes of Child Health University of Nevada, Reno University of Utah
and Human Development, Director, E.L. Cord Foundation Center for Professor, University of Utah
Washington, D.C. Learning and Literacy Director, Utah Center for Reading
Principal Investigator, National Institutes Professor, College of Education and Literacy
of Child Health and Human Development Author of Words Their Way: Word Study Content Facilitator, National Assessment
Program Project Grant focused on for Phonics, Vocabulary, and Spelling of Educational Progress (NAEP)
the Acquisition of Literacy in Spanish- Instruction and Words Their Way with CCSS Consultant to Literacy Coaches, Salt
speaking ELLs Struggling Readers Lake City School District, Utah
Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

California State University, San Diego State University University of Houston
Long Beach Co-Director, Center for the Advancement Director of the Center for Research on
Author of Making Content Comprehensible of Reading, California State University Educational Achievement and Teaching
for English Learners: The SIOP Model Author of Language Arts Workshop: of English Language Learners (CREATE)
Principal Researcher, Center for Research Purposeful Reading and Writing Instruction
on the Educational Achievement and and Reading for Information in Elementary
Teaching of English Language Learners School
Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Educational Consultant J.H. Consulting Educational Consultant
Gibson Hasbrouck and Associates Gibson Hasbrouck and Associates Kilgo Consulting, Inc., Austin, TX
Author of Differentiated Instruction: Developed Oral Reading Fluency Norms
Grouping for Success, Differentiated for Grades 1–8
Instruction: Guidelines for Implementation, Author of The Reading Coach: A How-
and Managing Behaviors to Support to Manual for Success and Educators as
Differentiated Instruction Physicians: Using RTI Assessments for
Effective Decision-Making
iv
Dr. Scott G. Paris Dr. Timothy Shanahan Dr. Josefina V. Tinajero
Educational Testing Service, University of Illinois at Chicago University of Texas at El Paso
Vice President, Research Member, National Reading Panel Board of Directors and Executive Board
Professor, Nanyang Technological President, International Reading Member for the American Association
University, Singapore, 2008–2011 Association, 2006 of Colleges for Teacher Education (AACTE)
Professor of Education and Psychology, Chair, National Literacy Panel and Board of Directors of Parents as
University of Michigan, 1978–2008 National Early Literacy Panel Teachers (PAT)
Governing Board of the National Network
for Educational Renewal (NNER)
Consulting Authors
Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

Language Arts Instructional Specialist Jay McTighe and Associates Marquette University Educational Consultant
Gaston County Schools, NC Author of The Understanding by Design Associate Professor, Department Dinah-Might Activities, Inc.
Guide to Creating High Quality Units with of Educational Policy & Leadership San Antonio, TX
G. Wiggins; Schooling by Design: Mission, Author of articles on multicultural
Action, Achievement with G. Wiggins; literature, struggling readers, and
and Differentiated Instruction and reading instruction in urban schools
Understanding By Design with C. Tomlinson
Program Reviewers
Kelly Aeppli-Campbell Helen Dunne Michele Jacobs Angela L. Reese,
Escambia County School District Gilbert Public School District Dee-Mack CUSD #701 Bay District Schools
Pensacola, FL Gilbert, AZ Mackinaw, IL Panama City, FL
Marjorie J. Archer David P. Frydman LaVita Johnson Spears Eddie Thompson

Broward County Public Schools Clark County School District Broward County Public Schools Fairfield City School District
Davie, FL Las Vegas, NV Pembroke Pines, FL Fairfield Township, OH
Whitney Augustine Fran Gregory Randall B. Kincaid Patricia Vasseur Sosa

Brevard Public Schools Metropolitan Nashville Public Schools Sevier County Schools Miami-Dade County Public Schools
Melbourne, FL Nashville, TN Sevierville, TN Miami, FL
Antonio C. Campbell Veronica Allen Hunt Matt Melamed Dr. Elizabeth Watson
Washington County School District Clark County School District Community Consolidated School Hazelwood School District
Saint George, UT Las Vegas, NV District 46 Hazelwood, MO
Grayslake, IL
v
TEACHING WITH
INTRODUCE
Weekly Concept Essential Question
How do friends depend on
each other?
Grade Appropriate Go
o Digital!
Topics, including Science These friends are helping each other find out
where they are on the map. Their actions help
each other. There are many ways we depend
on our friends.
and Social Studies We depend on our friends to teach

us things.
We need our friends to give us comfort • Videos
when we are hurt or upset.
Talk About lt
Talk with a partner about Friends
• Photographs
Sciascia/Getty Images
how friends depend on Depend on
Each Other
each other. Then write
• Interactive Graphic
sa Sci
your ideas on the web.
Lisa
Organizers
18 19
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3:30 PM 19 12/9/11 1:55 PM
Reading/Writing Workshop
TEACH
Close Reading
Short Complex Texts
Minilessons
Comprehension
Strategies and Skills
Genre • Visual Glossary
Vocabulary Strategies • Interactive Minilessons
Writing Traits • Interactive Graphic
Organizers
Grammar Handbook
APPLY
Close Reading
Anchor Texts • eBooks
Extended Complex Texts • Interactive Texts
Application of • Listening Library
Strategies and Skills • English/Spanish
Summaries
Literature Anthology
vi
Master the Common Core State Standards!
M
DIFFERENTIATE
Leveled Readers
Small Group Instruction
with Differentiated Texts
• eBooks
• Interactive Texts
• Leveled Reader Search
• Listening Library
• Interactive Activities
Leveled Readers
INTEGRATE
Research and Inquiry
Short and Sustained Research
Projects
Text Connections
Reading Across Texts
• Online Research
• Writer’s Workspace Write About Reading
• Interactive Group Analytical Writing
Projects
Collection of Texts
Grade 2 Grade 2
ASSESS
Unit Benchmark Weekly Assessment
Assessment Assessment
Unit Assessment
• Online Assessment
Assessing the Common Core
State Standards
Assessing the Common Core • Test Generator Benchmark Assessment
State Standards
• Reports
Weekly Unit Benchmark
Assessment Assessment Assessment
TEACHING WITH READING WONDERS vii

PROGRAM COMPONENTS
Grade 2
Unit 1
Grade
G rade 2
Unit 2
TTEEAACCHER
TTEEACHER’’SS EDITION
Master the
Common Core MMaster
Mas
aster
asster
terr the
the
State Standards!
Common
Comm
Co
omm
mm moon Core
State SStandards!
tandards!
ER’S
Interactive
Read Aloud
What is it like
Oral Vocabu
to go to school lary
’S ED
in another learn
countryl?
Define: To
Children go learn
to school to study something means to
learn . That understand so you will
In many ways, is true all around it.
schools everywh the world. Example: We
ere are alike. learn many
teachers. They Children learn at school. things
learn how from
to read and Ask: How did
EDIT
But school write. They you learn how
learn math. tie your shoes? to
is different
in some ways
the world. for children
Kids may get in other parts common
to school in of
Walking and a different
EDITION
way. Define: Something
riding a bus common happens that is
in the United are common
States. But ways to get seen in many often or is
in other places, to school places.
and from school. children take Example: Brown
is a common
Lake Titicaca a boat to eye color.
ITIO
children in in Peru is one
this of those places. Ask: What
Unit 1 Week picture live on islands The
are some common
pets in your
Several of 1 in the lake. neighborho
od?
the islands
have schools.
one island The children
to another take a boat
to get to school. from
children take
ION
At the end
the boat back of the day, the
home again.
ENGLISH LANGUAG
Inc.
ION
LEARNERS E
Companies,
Ask Question:
The McGraw-Hill
How do you
to school? get
Is it the same
Credits TK
the children way
in the picture
to school, or go
is it different?
Copyright ©
Illustration
How is it different?
1 Intensive Vocabulary
Use the routine Support
in How to Go Create Your
Interactive Use the !
Read Aloud
introduce the Cards to
underlined
D
Digital Digital Classroom
words.
Go Create You
Your
ur
Digital
Digita
D al
Digital Cla
Classroom!
001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM
Reading/Writing Literature Interactive Teacher Editions

Workshop Anthology Read-Aloud Cards
Grade 2 ball
Your Turn Practice Book High-Frequency

Word Cards
behavior
behavior
Leveled Readers Classroom Library Your Turn Visual Vocabulary Leveled Workstation Activity Cards
Tradebooks Practice Book Cards
Assessing the Common Core State Standards

Grades K-6
Grade 2 Grade 2
Sound-Spelling
Cards (Large)
Nn Pat and Tim Unit Benchmark

e_e ea ee
e _y
n
kn_ gn _ie_ _ey
ttree
nest
afraid
Assessing the Common Core Assessing the Common Core
Copyright © 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
State Standards State Standards

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.
Send all inquiries to:
McGraw-Hill Education
Two Penn Plaza
New York, New York 10121
Onish
by Liane B.
A
d Torrey
ISBN: 978-0-02-119515-2
by Richar
MHID: 0-02-119515-3
Printed in China.
8 9 10 11 12 13 14 EDI 17 16 15 14 13 12
illustrated
Sound- Decodable Photo Response Board Weekly U i

Unit Benchmark
Spelling Readers Cards Assessment Assessment Assessment
Cards
Go
Digital For the For the
Teacher Students
Plan Assess Professional My To Do List

M W
Words to Know
Customizable Online Assessments Development Assignments
A Build Vocabulary
B
Lesson Plans Reports and Scoring Lesson and CCSS Assessment
A
Videos
Teach Collaborate Additional Online Resources Read

R PPlay
Classroom Online Class Leveled Practice eeBooks IInteractive Games
Presentation Tools Conversations Grammar Practice IInteractive Texts
Instructional Interactive Group Phonics/Spelling
Lessons Projects
ELL Activities
Genre Study WWrite School to Home
Manage and School to Home Reader’s Theater IInteractive Writing Activities for Home
Assign Digital Open House Messages from the Teacher
Tier 2 Intervention
Student Grouping Activities and
Retelling Cards Class Wall of Student Work
and Assignments Messages
Word Building Cards
www.connected.mcgraw-hill.com
viii
UNIT 1 CONTENTS
Unit Planning
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Weekly Lessons
START SMART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Week 1 Friends Help Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1
Week 2 Families Around the World . . . . . . . . . . . . . . . . . . . . . . . . . T92
Week 3 Pets Are Our Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T184
Week 4 Animals Need Our Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . T276
Week 5 Families Working Together . . . . . . . . . . . . . . . . . . . . . . . . T368
Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T458
Writin
Proces
g
s Genre Writing: Narrative
G
Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T480
Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T486
Moden
Lesso
l
Extended Complex Text
Classroom Library
(l to r) Lisa Sciascia/Getty Images; Exotica.im 2/Alamy; Ariel Skelley/Corbis; Le Cong Duc Dao/
Fiction, Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T492–497
Program Information
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM1
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Alamy; ImageState/Alamy
FRIENDS AND FAMILY ix

UNIT OVERVIEW
Week 1 Week 2 Week 3

FRIENDS HELP FRIENDS FAMILIES AROUND THE WORLD PETS ARE OUR FRIENDS
READING
ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION

How do friends depend on each How are families around the world How can a pet be an important
other? the same and different? friend?
Build Background Build Background Build Background
Oral Vocabulary Oral Vocabulary Oral Vocabulary
L.2.5a awkward, outrageous, panic, relief, L.2.5a colorful, confusing, noticed, overflowing, tasty L.2.5a apologized, gazed, partner, rummaged, scent
squawked
Word Work Word Work
Word Work RF.1.2 Phonemic Awareness: RF.1.2 Phonemic Awareness:
RF.1.2 Phonemic Awareness: Identify and Generate Rhymes, Phoneme Categorization; Phoneme
Phoneme Blending, Phoneme Phoneme Isolation, Phoneme Blending/ Substitution, Phoneme Blending
Categorization, Phoneme Segmentation Segmentation Phonics/Spelling:
RF.2.3
RF.2.3 Phonics/Spelling: RF.2.3 Phonics/Spelling: Two-letter blends (r, s, t, l)
Short a, Short i Short e, Short o, Short u Structural Analysis:
L.2.4a
L.1.4c Structural Analysis: L.2.4c Structural Analysis: Closed Syllables
-s, -es (Plural Nouns) Inflectional Endings -s, -es High-Frequency Words:
RF.1.3g
RF.1.3g High-Frequency Words: RF.1.3g High-Frequency Words: boy, by, girl, he, here, she, small, want, were,
ball, blue, both, even, for, help, put, there, could, find, funny, green, how, little, one, or, what
why, yellow see, sounds
Vocabulary
Vocabulary Vocabulary L.2.6 decide, different, friendship, glance, proper,
L.2.6 actions, afraid, depend, nervously, peered, L.2.6 aside, culture, fair, invited, language, plead, relationship, stares, trade
perfectly, rescue, secret scurries, share Context Clues: Sentence Clues
Inflectional Endings Root Words
Comprehension
Comprehension Comprehension RL.2.7 Strategy: Ask and Answer Questions
RL.2.1 Strategy: Visualize RL.2.3 Strategy: Visualize Skill: Character, Setting, Events: Use
Skill: Key Details Skill: Character, Setting, Events Illustrations
Genre: Literature: Fantasy Genre: Realistic Fiction Genre: Literature: Fiction
Fluency Fluency Fluency
RF.2.4b Expression RF.2.4b Expression RF.2.4b Intonation
Writing Writing Writing

LANGUAGE ARTS
W.2.3 Trait: Ideas W.2.3 Trait: Organization W.2.3 Trait: Word Choice
Grammar Grammar Grammar
L.2.1 Statements and Questions L.2.1 Commands and Exclamation L.2.1 Subjects
L.2.2 Mechanics: Sentence Capitalization and L.2.2 Mechanics: Sentence Capitalization and L.2.2 Mechanics: Letter Punctuation
Punctuation Punctuation
Writinsgs Genre Writing: Narrative Friendly Letter T480–T485

Proce
x UNIT 1
UNIT 1 Review
and
Assess
Week 4 Week 5 Week 6
ANIMALS NEED OUR CARE FAMILIES WORKING TOGETHER
ESSENTIAL QUESTION ESSENTIAL QUESTION Reader’s Theater
How do we care for animals? What happens when families work RF.2.4b Focus on Vocabulary
together? Fluency: Expression, Rate, Accuracy
Build Background
Build Background Reading Digitally
Oral Vocabulary
SL.2.2 Notetaking
L.2.5a duty, equipment, profession, satisfaction, Oral Vocabulary
thorough L.2.5a exchange, homework, lucky, members, Skimming and Scanning
treasure Navigating Links
Word Work
RF.1.2 Phonemic Awareness: Word Work Research and Inquiry
Phoneme Segmentation, Phoneme RF.1.2 Phonemic Awareness: W.2.8 Recalling Information from Experiences
Categorization, Phoneme Blending Phoneme Isolation, Phoneme
Categorization, Phoneme Blending Unit Projects
RF.2.3 Phonics/Spelling:
Short a, Long a: a_e RF.2.3 Phonics/Spelling: Presentation of Ideas
L.2.4c Structural Analysis: Short i, Long i: i_e
Inflectional Endings -ed, -ing L.2.4c Structural Analysis:
RF.1.3g High-Frequency Words: Possessives
another, done, into, move, now, show, too, RF.1.3g High-Frequency Words: Unit 1 Assessment
water, year, your all, any, goes, new, number, other, right,
says, understands, work Unit Assessment Book
Vocabulary
pages 1–26
L.2.6 allowed, care, excited, needs, roam, safe, Vocabulary
wandered, wild L.2.6 checks, choose, chores, cost, customers, Fluency Assessment Book
Root Words jobs, spend, tools
pages 62–71
Inflectional Endings
Comprehension
RI.2.7 Strategy: Ask and Answer Questions Comprehension
RI.2.1 Strategy: Ask and Answer Questions
Skill: Key Details: Use Photos
Genre: Informational Text: Narrative Skill: Key Details
Nonfiction Genre: Informational Text: Expository Text
Fluency Fluency
RF.2.4b Intonation RF.2.4b Phrasing
Writing Writing Writing

W.2.3 Trait: Organization W.2.3 Trait: Sentence Fluency W.2.3 Publishing Celebrations
Grammar Grammar Portfolio Choice
L.2.1 Predicates L.2.1f Expanding and Combining Sentences
L.2.2 Mechanics: Comma after a Sequence L.2.2 Mechanics: Quotation Marks
Word
Writinsgs Genre Writing: Narrative Personal Narrative T486–T491

Proce
UNIT OVERVIEW xi
UNIT OPENER
FRIENDS AND FAMILY
Baseball is no fun at all

Without a friend to toss the ball.
Camping out would be a bore
Without your brother to hear you snore.
Piano notes would sound all wrong.
Without a friend to sing along.
Ice cream would not taste as sweet
Without your sister to share the treat.
Cleaning up is hard to do
Without your dad to help out too.
Reading/Writing
Workshop From morning until the day is done
Friends and family make things fun.
by Constance Keremes
Sonya Farrell/The Image Bank/Getty Images
How do fam
families and friends learn,
CVI Textures/Alamy
grow, and help one another?
16 1
17
READING/WRITING WORKSHOP, pp. 16–17

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016-017_CR14_SI2_U1_UO_118866.indd
1:57 PM 17 1/12/12 1:58 PM
The Big Idea How do families and friends learn, grow, and help one another?
COLLABORATE
Talk About It Read the Poem:
Have children read the Big Idea aloud. Ask “Together is Better”
children to identify a time that they have helped Read aloud “Together is Better.” Ask children
a family member or friends, or that a family questions to explore the theme.
member or friend has helped them. Children may ‡ In the poem, what is better with others?
list events such as getting help with homework,
‡ In the second stanza, Why would camping be
learning a new skill, or receiving good advice.
less fun without others?
Ask: Why might families and friends help one
‡ What does the speaker want the reader to
another? Have children discuss in partners or
understand in the last stanza?
in groups, then share their ideas with the class.
Let children know that they will discuss the Big Rhyme Scheme A poem’s rhyme scheme can be
Idea throughout the unit. Each week they will shown by letters for the end sound of each line.
talk, read, and write about an Essential Question Model identifying the rhyme scheme in “Together
related to the Big Idea. is Better.” (aabbccddeeff )
Repetition Have children identify the repetition.
(Without begins the second line.) Ask: Why did the
poet repeat this?(to emphasize the theme)
xii UNIT 1
UNIT 1
RESEARCH AND INQUIRY WRITING
Weekly Projects Each week students will Write about Reading As children read and
produce a project related to the Essential reread for close reading of text each week,
Question. They will then develop one of these they will take notes, cite evidence to support
projects more fully for the Unit Research Project. their ideas, write summaries of text, or develop
Through their research, children will focus their character sketches.
attention on:
‡ using relevant details to describe their own Writing Every Day: Focus on Writing Traits
experiences. Each week, children will focus on a writing trait.
‡ conducting an interview with friends, family, or After analyzing an expert and student model,
community members. children will draft and revise shorter writing
entries in their writer’s notebook applying the
Shared Research Board You may wish to trait to their writing.
develop a Shared Research board. Children can
post questions, ideas, and information that they Writing Process: Focus on
research about the unit theme. Children can post Narrative Writing
photographs, drawings, or interviews they gather
Over the course of the unit, children will develop
as they do their research. They can also post notes
one or two longer narrative texts. Children will
with questions they have as they read the text.
work through the various stages of the writing
process, allowing them time to continue revising
WEEKLY PROJECTS their writing, conferencing with peers and
Children work in pairs or small groups. teacher.
Week 1 Friends Help Friends, T56
Week 2 Families Around the World, T148
WEEKLY WRITING TRAITS
Week 3 Pets Are Our Friends, T240
Week 1 Ideas, T22
Week 4 Animals Need Our Care, T332
Week 2 Organization, T114
Week 5 Families Work Together, T422
Week 3 Word Choice, T206
WEEK 6 UNIT PROJECT Week 4 Organization, T298
Children work in small groups to complete and Week 5 Sentence Fluency, T388
present one of the following projects.
‡ Our Friends Skit GENRE WRITING: NARRATIVE TEXT
Choose one or complete both 2–3 week writing
‡ Comparing and Contrasting Countries
process lessons over the course of the unit.
‡ A Persuasive Letter About a Pet
Friendly Letter, T480–T485
‡ Advertising Our Pet Sitting Business
Personal Narrative, T486–T491
‡ Family Business Poster
COLLABORATE WRITER’S WORKSPACE

Go Post children’s questions Go Ask children to work
Digital and monitor children’s
online discussions. Create a
Digital through their genre writing
using the online tools for
Shared Research Board. support.
Go Digital! www.connected.mcgraw-hill.com
UNIT 1 OPENER xiii
Overview
Start Smart
Help your students to grow into
critical readers, writers, and thinkers.
The Start Smart lessons provide an
introduction to the key instructional
routines and procedures that you will
use throughout the year.
Use the first one to two weeks of school
to review foundational skills taught in
first grade:
• Phonemic Awareness
• Phonics
• High-Frequency Words
Use this time to model key instructional

routines and procedures for
• Collaborative Conversations
• Close Reading of Text
• Citing Text Evidence
• Writing Process
During Start Smart, use the Placement

and Diagnostic Assessments to
determine instructional and grouping
needs for your students.
Cc
a b c
c ck k
camel
xiv
Name
A lion lay
little mou
was dark
se
asleep in
ca m
, the mou
se did
The Lion
a cave, hi
e into the
ay, he ran
not see
and the
cave and
th e
across th
Mouse
head resti
s great
lio
e
ng on his
ran across
n.
lion’s no
paws. A sh
the floor.
Frightened
se. The
e. “You wi
y, quiet
use the ca
ve
Beca
, the mou
lio
se ran. Bu
n woke up
ll make a go od
t in
. The lion
meal,”
START SMART
to get aw y creatur
his haste an gr ily on the tin
ge paw
laid his hu let me go
and
roared th
e lion. . “Please
or mouse
m e? ” as ked the po
rt
going to hu
“Are you ay you.” help
I will rep ing able to
some day
Th e lio n was so am
of Beasts
us ed
that he lif
at the idea of
ted up his paw
nt back to
the little
an
sleep.
d
mouse be
let her go. Th
e mouse
ran
Close Reading of Literature
Cl
the King the lion we the lion fou
nd
fet y and Suddenly,
away to sa in g the forest. e he wrigg
led
th e lion was roam fre e. Bu t the mor
s later get
Some week uggled to
himself ca
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around pa ss d soon
se ha ppened to
we nt up to him an
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plight, he
the little
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m ou
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the ropes
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mou
freeing th
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e lion.
rned the
Use Text Evidence to understand:
aw ay I have retu
gnawed ed m e and now help a lio
n!”
ha ve he lp ouse can
“I have he
favor,” sa
lped you
id the lit tle m
lik
ou
e yo u
se. “Wasn’t
I right— ev en a m
• Genre: Fable
• Visualize
Copyright
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• Character, Setting, Events

raw-Hill Com
panies, Inc.
• Make Text Connections me
nline Start Sma
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Start Sma Next week
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Close Reading of Informational Text summer fes

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Start Sma
ad Aloud rt 6 PDF Onlin
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Grades K-6
Placement
Pl
l and Diagnostic Assessment
Assessment
Placement c • Fluency
d Diagnosti • Comprehension Go
an Digital
Assessment • Phonemic Awareness
• Phonics
• Vocabulary
• Spelling
• Writing www.connected.mcgraw-hill.com
all materials provided online
Suggested Lesson Plan
• Introduce key instructional routines
• Establish classroom procedures
DAY 1 DAY 2
Collaborative Conversations Review the Concept

Procedures for participating in
Class Discussions
Reread “The Lion and the Mouse”
• Take turns talking
Genre: Fable
• Listen carefully
Use Text Evidence to Understand
Introduce the Concept • Strategy: Visualize
• Skill: Character, Setting, Events
C
“The Lion and the Mouse” Respond to Literature
Genre: Fable
Phonemic Awareness
Use Text Evidence to Understand
• Phoneme Segmentation
• Strategy: Visualize
Phonics: Introduce e, o, u
• Skill: Character, Setting, Events
High Frequency Words: like, said,
Re
R
Respond to Literature and, of
Writing Traits: Ideas
P
Pho
Phonemic Awareness
• Focus on an Event
• Phoneme Blending
Pho
P
Phonics: Introduce a, i
High Frequency Words: are, the,
H
to, you
Writi
W
• Focus
F on an Event
Name Name
S
Start S
Smart 1–3 A lion lay
little mouse
was dark, the
his haste to
The Lion
asleep in a
came into
mouse did
get away, he
and the
cave, his great
the cave and
not see the
ran across
lion. Frighten
Mouse
head resting
on his paws.
the floor. Becaus A shy, quiet
e the cave
Start Smart 4–5 A lion lay
little mouse
was dark, the
his haste to
The Lion
asleep in a
came into
mouse did
get away, he
the cave and
not see the
and the Mous
cave, his great
head resting
ran across
lion. Frighten
e
on his paws.
the floor. Becaus A shy, quiet
e the cave
ran across ed, ran across ed,
laid his huge the lion’s nose. the mouse ran. But in laid his huge the lion’s nose. the mouse ran. But in
Onli PDF
Online Online PDF
paw angrily paw angrily
roared the on the tiny The lion woke roared the on the tiny The lion woke
lion. creature. “You up. The lion lion. creature. “You up. The lion
will make will make
a good meal,” a good meal,”
“Are you going “Are you going
some day I to hurt me?” asked some day I to hurt me?” asked
will repay the poor mouse. will repay the poor mouse.
you.” “Please let you.” “Please let
me go and me go and
The lion was The lion was
so amused so amused
the King of at the idea the King of at the idea
Beasts that of the little Beasts that of the little
away to safety he lifted up mouse being away to safety he lifted up mouse being
and the lion his paw and able to help and the lion his paw and able to help
went back let her go. went back let her go.
to sleep. The mouse to sleep. The mouse
ran ran
Grades K-6
Some weeks Some weeks
later the lion later the lion
himself caught was roamin himself caught was roamin
in a net. He g the forest. in a net. He g the forest.
around, the struggled to Suddenly, the around, the struggled to Suddenly, the
tighter the get free. But lion found tighter the get free. But lion found
net twisted the more he net twisted the more he
around him. wriggled around him. wriggled
Just then the Just then the
little mouse little mouse
plight, he knew happened plight, he knew happened
he could help to pass by, he could help to pass by,
gnawed away him. The mouse and seeing gnawed away him. The mouse and seeing
the ropes of the lion’s sad the ropes of the lion’s sad
the net, freeing went up to the net, freeing went up to
him and soon him and soon
the lion. the lion.
“I have helped “I have helped
favor,” said you like you favor,” said you like you
the little mouse. have helped me and the little mouse. have helped me and
“Wasn’t I right— now I have “Wasn’t I right— now I have
even a mouse returned the even a mouse returned the
can help a can help a
lion!” lion!”
Copyright ©
Copyright ©
The McGraw-Hill
The McGraw-Hill
nt
Companies,
Companies,
Placeme stic
Inc.
Inc.
gno
ead Aloud ead Aloud
and Dia
ent
Ass m
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S2
START SMART
Go
Digital
all materials provided online
DAY 3 DAY 4 DAY 5
Review the Concept Review the Concept Collaborative Conversations

• Ask and Answer Questions
Close Reading of Close Reading of
Informational Text Informational Text Close Reading of Literature
“Meet the Artists” Reread “Meet the Artists” Reread "Lion and the Mouse"
Genre: Expository Text Genre: Expository Text Make Connections
Use Text Evidence to Understand Use Text Evidence to Understand • Text to Text
• Strategy: Ask and Answer • Strategy: Ask and Answer • Text to Self
Questions Questions • Text to World
• Skill: Key Details • Skill: Key Details
Retell Routines
Respond to Selection Respond to Selection Phonics: Introduce final e
• Build Fluency
Phonemic Awareness Phonemic Awareness
• Blend Words
• Phoneme Blending • Phoneme Segmentation
High Frequency Words: go, me,
Phonics: Introduce consonant Phonics: Introduce long a and i
my, was
blends • Build Fluency
Start Smart Reader "I Can Plant"
High Frequency Words: on, play, • Blend Words
Fluency: Expression
some , where High Frequency Words: do, has
• Repeated Reading
Reread and Retell they, this
• Independent Reading
Writing Traits: Ideas Writing Traits: Ideas
• Focus on a Topic • Focus on a Topic
Name Name
Start Smart 6–8 Start Smart 9–10 Start Smart 11

4
Meet the Meet the

Next week, Artists Next week, Artists
our school our school
the Arts. When will take part the Arts. When will take part
you hear “the in a special you hear “the in a special
art class or arts,” what event called art class or arts,” what event called
music. The Celebrate music. The Celebrate
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different arts. Arts week, g, acting, different arts. Arts week, g, acting,
surprised to You will also you will have surprised to You will also you will have
learn that meet local a chance learn that meet local a chance
Lai May Kwan some of the artists. You Lai May Kwan some of the artists. You
is an artist artists are may be is an artist artists are may be
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piano ten hours talented piano Arts piano ten hours talented piano Arts
Lai May started each week. player. Lai Lai May started each week. player. Lai
playing That helps May practice playing That helps May practice
May gave the piano when explain s May gave the piano when explain s
her first why she is her first why she is
she was only so good! she was only so good!
summer festival solo performance last four years summer festival solo performance last four years
. She played year at our old. Lai . She played year at our old. Lai
and they were popular songs, commu nity’s annual and they were popular songs, commu nity’s annual
all classical songs, all classical songs,
asked to perform a hit. Her playing was and jazz songs, asked to perform a hit. Her playing was and jazz songs,
at next year’s so popular, at next year’s so popular,
“After school,” festival. she has already “After school,” festival. she has already
Lai May’s mother been Lai May’s mother been
the piano and says, “Lai May the piano and says, “Lai May
play. After can hardly play. After can hardly
play. She goes about an hour, wait to sit play. She goes about an hour, wait to sit
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piano is her but soon she her to go outside at piano is her but soon she her to go outside at
passion is back sitting and passion is back sitting and
Marcos Estrella . Anyone who hears at the piano. Marcos Estrella . Anyone who hears at the piano.
is another her play knows The is another her play knows The
is an actor. is an actor.
His aunt recalls second grade artist. that.” His aunt recalls second grade artist. that.”
stories he heard. how Marcos Unlike Lai stories he heard. how Marcos Unlike Lai
would pretend May, Marcos would pretend May, Marcos
Linda said. “When he Linda said. “When he
was younge to be charact was younge to be charact
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Today, Marcos two years old Today, Marcos two years old
performs with that he would r all day. performs with that he would r all day.
his first part the commu be a talented his first part the commu be a talented
when he was nity theater actor.” when he was nity theater actor.”
play. For the six-years-old. . He auditio play. For the six-years-old. . He auditio
second play, He played ned for second play, He played ned for
star the young the theater a supporting star the young the theater a supporting
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Companies,
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s you? If you different s you? If you different
Celebrate the are not sure, Celebrate the are not sure,
Arts week. plan to attend art forms. What art Arts week. plan to attend art forms. What art
Come meet Come meet
“We’re just Lai May, Marcos the events offered during “We’re just Lai May, Marcos the events offered during
The McGraw-Hill
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like any other like any other

special.” children,” Marcos , and other special.” children,” Marcos , and other
said. “We found artists. said. “We found artists.
1
what makes what makes

us us
Copyright ©
Copyright ©
T2v1_STSMBLM_C
A_RD10.indd
46
Read Aloud Read Aloud
START SMART S3
START Materials
SMART behavior
behavior
are a b c Aa
Word-Building
High-Frequency Cards
a
WHOLE GROUP Word Cards
DAY 1 apple
Sound-
Spelling
Cards
The Lion and the Mouse

Listening Comprehension
A lion lay asleep in a cave, his great head resting on his paws. A shy, quiet
little mouse came into the cave and ran across the floor. Because the cave
was dark, the mouse did not see the lion. Frightened, the mouse ran. But in
Introduce the Concept

his haste to get away, he ran across the lion’s nose. The lion woke up. The lion
laid his huge paw angrily on the tiny creature. “You will make a good meal,”
roared the lion.
“Are you going to hurt me?” asked the poor mouse. “Please let me go and
some day I will repay you.”
The lion was so amused at the idea of the little mouse being able to help
5
Mins
the King of Beasts that he lifted up his paw and let her go. The mouse ran
away to safety and the lion went back to sleep.
Some weeks later the lion was roaming the forest. Suddenly, the lion found
himself caught in a net. He struggled to get free. But the more he wriggled
around, the tighter the net twisted around him.
Just then the little mouse happened to pass by, and seeing the lion’s sad
plight, he knew he could help him. The mouse went up to him and soon
gnawed away the ropes of the net, freeing the lion.
Tell children that they will be learning about ways they are special. Go
“I have helped you like you have helped me and now I have returned the
favor,” said the little mouse. “Wasn’t I right—even a mouse can help a lion!”
Read: Fiction/Fable Digital

Genre: Fiction/Fable
Tell children that made-up stories are called fiction. A fable is a kind of
Start Smart 1 fiction that is a short story. Explain that the story they will hear today,
“The Lion and the Mouse,” is a fable. Tell children that fables:
OBJECTIVES ‡ tell about things that could not really happen.
Read Aloud
Describe how ‡ teach a lesson or moral.
characters in a
story respond to ‡ often have animal characters that speak and act like people.
major events and
challenges. RL.2.3 Introduce Begin by reading aloud the title “The Lion and the Mouse” Character Setting Events
Describe the overall on Start Smart 1 Online PDF. Say: The title of a story can help us guess
structure of a story, what the story might be about. I think story might be about a lion and a
including describing mouse. I know that a lion is a big animal and the mouse a small animal. Graphic
how the beginning Organizer
introduces the story Strategy: Visualize Explain to children that as they listen they can
and the ending picture the characters and events in their mind.
concludes the action.
Skill: Character, Setting, Events Explain that as children listen they
RL.2.5
should think about the character, setting, and events. The characters
Participate in
are the people or animals in a story. The setting is where and when
collaborative
conversations with a story takes place. The events are what the characters do at the
diverse partners beginning, middle, and end of the story.
about grade 2 topics
and texts with Read “The Lion and the Mouse”
peers and adults
in small and larger Read the first paragraph. Explain that you have just read the beginning
groups. SL.2.1 of the story. The writer has introduced two characters, Lion and Mouse.
The setting is the Lion’s cave. Point out the events that happen at the
beginning of the story. Lion is asleep in his cave. Lion captures Mouse.
Discuss how visualizing can help children understand the events.
Continue reading, pausing to model visualizing important events.
S4 UNIT 1 WEEK 1
START SMART
5
Mins
Respond to Literature ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Talk About It Beginning
Use Visuals Write the words fast
Discuss Talk with children about the story’s characters, setting, and and slow on the board. Point to
COLLABORATE events. Ask children to tell you which character they liked most, Lion or
the word fast and read it aloud
Mouse? Ask: What lesson does Lion learn? Did he learn the lesson at the while you move your hand quickly
beginning, middle, or end of the story? through the air. Repeat with slow,
moving your hand very slowly.
Share Ask: What makes the Mouse special? Have children repeat the words
and actions after you. Model
correct pronunciation as needed.
Intermediate
Collaborative Conversations
Distinguish Write the words
Take Turns As children engage in partner, small-group, and fast and slow on the board. Have
children repeat the words with
whole-group discussions, encourage them to you. Name things or show pictures
‡ wait for a person to finish before they speak. (turtle, snail, horse, plane, etc.) and
have children tell you which are
‡ quietly raise their hand when they want to speak. fast and which are slow. Repeat
‡ ask others to share their ideas and opinions. correct answers slowly and clearly
to the class.
Listen Carefully As children engage in partner, small-group, and
Advanced
whole-group discussions, encourage them to
Determine Write the words fast
‡ always look at the speaker. and slow on the board as column
‡ listen carefully to the speaker. headings. Have children work as a
group to name things that are fast
‡ respect the speaker by not interrupting. and slow and write them in the
‡ repeat other’s ideas to check understanding. correct columns. Restate children’s
responses in order to develop
their oral language proficiency.
A C T Access Complex Text

Prior Knowledge
In order to understand the story, children should have knowledge
of each animal’s trait. If possible, show children photographs of a
lion and a mouse as you describe each animal.
‡ A lion is a very large animal. A lion is known for its very strong
and mighty presence.
‡ A mouse is a tiny animal who can run fast but it is not known
for being strong.
START SMART S5
START
SMART
WHOLE GROUP Word Work
DAY 1
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Blending Go
Demonstrate
1 Model Show children how to blend words with short a and i,
Digital
understanding
of spoken words, phoneme by phoneme. I am going to say a word sound by sound. Then
syllables, and sounds I’ll put the sounds together to say the word as a whole. Listen carefully:
(phonemes). RF.1.2 /s/ /a/ /t/. The beginning sound is /s/. The middle sound is /a/. The final
Orally produce sound is /t/. Listen as I string together, or blend, the sounds: /sssaaat/,
single-syllable sat. The word is sat.
words by blending
sounds (phonemes), Repeat with the words nap, dig, and sit. Phonemic
Awareness
a
including consonant Contrast mouth position and tongue placement when saying /a/ and
blends. RF.1.2b /i/.
Know and apply
2 Guided Practice/Practice Have children practice blending
grade-level phonics
and word analysis phonemes to form words with short a and i.
apple
skills in decoding Listen to these sounds: /m/ /a/ /d/. Blend the sounds and say the word:
words. RF.2.3 Phonics
/m/ /a/ /d/. The word is /mmmaaad/, mad.
Repeat with the words hat, fan, ran, tag, kit, zip, kick, hid, and big.
c a t
5
Mins
Phonics Phonics
Introduce /a/ a, /i/ i

1 Model Display the Apple Sound-Spelling Card. Teach the sound /a/
spelled a.
This is the Apple Sound-Spelling Card. The sound is /a/. The /a/ sound
is spelled with the letter a. Say it with me: /aaa/. This is the sound at the
beginning of the word apple. Listen: /aaapl/, apple. Watch as I write the
letter a. I will say /a/ as I write the letter several times.
Repeat with the Insect Sound-Spelling Card. Teach the sound /i/
spelled i.
This is the Insect Sound-Spelling Card. The sound is /i/. The /i/ sound
is spelled with the letter i. Say it with me: /iii/. This is the sound at the
beginning of the word insect. Listen: /iiinsekt/, insect. Watch as I write
the letter i. I will say /i/ as I write the letter several times.
S6 UNIT 1 WEEK 1
START SMART
2 Guided Practice/Practice Have children practice connecting the START SMART 2 ONLINE PDF
letter and sound through writing. Now do it with me. Say /a/ as I 8^gXaZi]ZldgYi]VicVbZhZVX]e^XijgZ#I]ZclgîZ
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write the letter a. Say /i/ as I write the letter i. This time, write the letter
a five times as you say the /a/ sound. Write the letter i five times as you XVc
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Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, bVi kVc gVi
s, t, u, v, w, x, y, z. Tell children that each day you will show them the
sound-spellings they have learned. They will quickly review them as a
warm-up to the day’s activities. Remind them that this is a great way

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Have children chorally say the sound for each card. When finished,
repeat and vary the pace.
Blend Words with Short a and i

Model Display Word-Building Cards a, t. Model how to blend the
sounds together as you run your finger under each letter. This is the
letter a. It stands for /a/. This is the letter t. It stands for /t/. Listen as I
blend these sounds together: /aaat/. Say it with me: /aaat/, at.
Continue by modeling the words am, nap, ran, win, sit, hid, and rip.
ENGLISH LANGUAGE
LEARNERS
Transfer Skills Many children
whose first language is not English
will have difficulties pronouncing
and perceiving English sounds
that are not in their primary
language. See the Language
Transfers Handbook for a
complete list of these transferable
and nontransferable sounds.
Provide additional pronunciation
and decoding practice using
the Approaching level phonics
throughout the unit.
Sound Pronunciation Play
the Go Digital audio again for a
model of the /a/ and /i/ sounds
for children needing additional
models.
START SMART S7
START
SMART
WHOLE GROUP Word Work (continued)
DAY 1
5
Mins
High-Frequency Words
OBJECTIVES are, the, to, you Go
Recognize and read
1 Model Display the High-Frequency Word Cards are, the, to, and
Digital
grade-appropriate
irregularly spelled you. Use the Read/Spell/Write routine to teach each word.
words. RF.2.3f ‡ Read Point to and say the word are. This is the word are. Say it
they together
Write narratives in with me: are. We are playing.
which they recount a how eat
well-elaborated event ‡ Spell The word are is spelled a-r-e. Spell it with me.
or short sequence ‡ Write Let’s write the word in the air as we say each letter: a-r-e. High-Frequency
of events, include Word Routine
details to describe ‡ Follow the same steps to introduce the words the, to, and you. Use
actions, thoughts, these sentences: Pat is on the slide. Please give the book to Pam. You
and feelings, use are my friend.
temporal words to
signal event order, 2 Practice
and provide a sense
of closure W.2.3 ‡ Have children work in pairs to make up sentences using the
COLLABORATE
Writing
words.
With guidance and
support from adults ‡ Word Bank You may wish to begin a Word Bank, a list of words
and peers, focus on a that you have learned, by adding this week’s high-frequency
topic and strengthen
words. Note words that have regular and irregular sound/
writing as needed
by revising and spellings. Throughout the year, place related words together,
editing. W.2.5 such as words that contain the same spelling patterns. As
children master words, remove them from the board.
Reread and Retell

‡ Make copies of Start Smart 3 Online PDF. Have children complete
Read each sentence. Fill in the blank with the correct word
from the box. Then read the story to a partner. the page. Then guide them through a choral reading of the page.
are the to you
The Lion and the Mouse, Part 1

‡ Have children reread the completed paragraph to a partner.
One day, a lion was asleep in his cave. A little mouse came
into cave and woke him up.

‡ Find Text Evidence: Ask children to use the paragraph to help them
“ you going to hurt me?” asked the mouse.
retell “The Lion and the Mouse.” Prompt children to retell the events in
I can help you some day.
“ are just a little mouse,” said the lion and he

the correct order. Remind them to use evidence from the text to tell
let her go.
the setting and characters in the beginning.
The lion went back sleep.
Start Smart 3
S8 UNIT 1 WEEK 1
START SMART
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Write Sentences Provide model
5
Mins
Focus on an Event sentences based on the prompt:
Once there was a . He .
Help children complete the
sentence frames and focus
Discuss the Model on one event.
‡ Explain to children that writers share their ideas by giving details Intermediate
about one event at a time. All of the details in a paragraph tell
Expand Ask children to tell you
about one event. their story. Repeat their responses.
‡ Read the paragraph from “Lion and the Mouse” aloud. Point out Give sentence frames for children
how all of the sentences tell about what happened when the Lion to complete, guiding children to
focus on one event at a time.
got caught in the net.
Advanced
Respond Ask children to respond
to the prompt. Remind them to
focus on one event at a time.
Some weeks later the lion was roaming the
forest. Suddenly, the lion found himself
caught in a net. He struggled to get free.
But the more he wriggled around to get
free, the tighter the net twisted around him.
WRITING ENTRY: FOCUS ON AN EVENT

W
1 Prewrite Provide children with the prompt below:
Write a fictional story about a child or an animal that is special.
Be sure to focus on one event at a time.
Have children brainstorm a list of topics for their story.
2 Draft Have children chose a topic and write a draft. Remind
children to focus on one event at a time as they write.
START SMART S9
START Materials
SMART behavior
behavior
and a b c Ee
Word-Building
e
ea
DAY 2 egg
Sound-
Spelling
Cards
The Lion and the Mouse

A lion lay asleep in a cave, his great head resting on his paws. A shy, quiet
little mouse came into the cave and ran across the floor. Because the cave
was dark, the mouse did not see the lion. Frightened, the mouse ran. But in
Review the Concept

his haste to get away, he ran across the lion’s nose. The lion woke up. The lion
laid his huge paw angrily on the tiny creature. “You will make a good meal,”
roared the lion.
“Are you going to hurt me?” asked the poor mouse. “Please let me go and
some day I will repay you.”
The lion was so amused at the idea of the little mouse being able to help
5
Mins
the King of Beasts that he lifted up his paw and let her go. The mouse ran
away to safety and the lion went back to sleep.
Some weeks later the lion was roaming the forest. Suddenly, the lion found
himself caught in a net. He struggled to get free. But the more he wriggled
around, the tighter the net twisted around him.
Just then the little mouse happened to pass by, and seeing the lion’s sad
plight, he knew he could help him. The mouse went up to him and soon
gnawed away the ropes of the net, freeing the lion.
Remind children of the Essential Question: What makes us special? Go
Remind children of the story they heard yesterday, “The Lion and the
“I have helped you like you have helped me and now I have returned the
favor,” said the little mouse. “Wasn’t I right—even a mouse can help a lion!”
Mouse” Ask: What made the Mouse special?

Digital
Read: Fiction/Fable
Start Smart 1
Genre: Fiction/Fable Remind children that “The Lion and the Mouse
OBJECTIVES
is a special kind of fiction called a fable. A fable tells about things that
Describe how
could not really happen. Fables often have animals as characters. The Read Aloud
characters in a animals speak and act like people. Their actions teach a lesson.
story respond to Strategy: Visualize Remind children that as they hear the story, they
major events and
challenges. RL.2.3
can think about the author’s words and form a picture in their mind. Character Setting Events
This will help them understand the events.

Describe the overall
structure of a story, Skill: Character, Setting, Events Tell children to listen for details
including describing about the characters, the setting, and the events that happen at the Graphic
how the beginning Organizer
beginning, middle, and end of the story.
introduces the story
and the ending Reread “The Lion and the Mouse” Reread “The Lion and the
concludes the Mouse”on the Start Smart 1 Online PDF with children, pausing
action. RL.2.5 occasionally to prompt them to visualize the characters, setting and
Use information events.
gained from the
illustrations and
words in a print
or digital text
to demonstrate
understanding of its
characters, setting, or
plot. RL.2.7
S10 UNIT 1 WEEK 1

START SMART
Routines
5
Mins
Respond to Literature Close Reading
• Children read the story once
Talk About It carefully, paying attention to what
happens in the plot.
Genre Focus Remind children that “The Lion and the Mouse” is a • Children reread the story and
COLLABORATE special kind of fiction called a fable. In a fable: identify details that help them
identify character traits and
‡ the author usually writes about things that could not happen in
determine how the traits affect the
real life. events in the story. They may need
‡ there are animal characters that often act and talk like people. to reread more than once before
they understand it.
‡ the author teaches a lesson. • Children write about what they have
Say: “The Lion and The Mouse” is a fable. How can you tell? What are read. They may analyze how the
the characters like? What lesson does Lion learn? (The characters are character’s actions affect the plot or
write an opinion about some aspect
animals that talk and act like people. Lion learns that friends can be of the story. Remind them that they
everywhere.) need to support their ideas with
text evidence.
ENGLISH LANGUAGE LEARNERS

SCAFFOLD
Beginning Intermediate Advanced
Demonstrate Describe Help children Discuss Ask children
Comprehension Say: describe the lesson Lion to retell the story
beginning, middle, and learns. At the beginning, and discuss its
end. Have children Lion . Then lesson. Provide the
repeat. Help children tell Lion . At the end Lion sentence starters In the
what happens to Mouse learns that . Clarify beginning , In the
At the beginning, He children’s responses as middle and In the
says . In the middle, needed by providing end . Elaborate on
Lion and Mouse . vocabulary. children’s answers.
At the end, Lion escapes
because Mouse .
Model correct
pronunciation as needed.
START SMART S11

START
SMART
DAY 2
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Segmentation Go
Demonstrate
1 Model Show children how to segment words with short e, o, and u
Digital
understanding
of spoken words, into phonemes. I am going to say a word sound by sound. The word is
syllables, and sounds net. Listen: /nnn/ /eee/ /t/. The word net has three sounds. Watch as I try
(phonemes). RF.1.2 again. I will hold up one finger for each sound I say: /n/ /e/ /t/. The first
Segment spoken sound in net is /n/. The middle sound in net is /e/. The final sound in net
single-syllable is /t/.
words into their Phonemic
complete sequence Repeat with the words leg, dog, hot, tub, and fun. Awareness
of individual sounds
Contrast mouth position and tongue placement when saying /e/,
(phonemes).
RF.1.2d /o/, and /u/.
Know and apply 2 Guided Practice/Practice Have children practice segmenting
grade-level phonics words into phonemes. Assist children as necessary. egg
and word analysis
skills in decoding Listen to this word: red. Let’s segment the word into three sounds: /rrr/ Phonics
words. RF.2.3 /eee/ /d/. Red has three sounds: /rrr/ /eee/ /d/, red.
Repeat with the words men, pet, mop, dot, rug, and hum.
c a t
ENGLISH LANGUAGE
5
Mins
Phonics Phonics
LEARNERS
Transfer Skills
See the Language
Introduce /e/ e, /o/ o, /u/ u
Transfer Handbook 1 Model Display the Egg Sound-Spelling Card. Teach the sound /e/
for a complete list of spelled e.
these transferable
and nontransferable This is the Egg Sound-Spelling Card. The sound is /e/. The /e/ sound is
sounds. spelled with the letter e. Say it with me: /eee/. This is the sound at the
Sound beginning of the word egg. Listen: /eeeg/, egg. Watch as I write the
Pronunciation letter e. I will say /e/ as I write the letter several times.
Play the Go Digital
audio again for a
Repeat with the Octopus Sound-Spelling Card. Teach the sound /o/
model of the /e/, /o/ spelled o.
and /u/ sounds for Repeat with the Umbrella Sound-Spelling Card. Teach the sound /u/
children needing
additional models.
spelled u.
S12 UNIT 1 WEEK 1

START SMART
2 Guided Practice/Practice START SMART 4 ONLINE PDF
Have children practice connecting the letter and sound through ;^c^h]ZVX]ldgYaVYYZg#8]Vc\ZdcandcZaZiiZgViVi^bZ#
writing. Now do it with me. Say /e/ as I write the letter e. Say /o/ as &# <d[gdbXViid]ji# '# <d[gdbWViidXje#
I write the letter o. Say /u/ as I write the letter u. This time, write the
cat bat
letter e five times as you say the /e/ sound. Write the letter o five times /-@ .-@
as you say /o/. Write the letter u five times as you say /u/. hat
4-@
hot
4;@
hut
4A@
Build Fluency: Sound/Spellings
Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, (# <d[gdb]diidWji# )# <d[gdbgZYidgjW#
s, t, u, v, w, x, y, z. Tell children that each day you will show them the hot
4;@ red
>10
sound-spellings they have learned. They will quickly review them as a

warm-up to the day’s activities. Remind them that this is a great way
to master these sound-spellings, which is necessary as they begin
reading and writing.
Have children chorally say the sound for each card. When finished,
repeat and vary the pace.
Blend Words with Short e, o, and u

Model Display Word-Building Cards g, e, t. Model how to blend the
letter g. It stands for /g/. This is the letter e. It stands for /e/. This is the
letter t. It stands for /t/. Listen as I blend these sounds together: /geeet/.
Say it with me: /geeet/, get.
Continue by modeling the words men, jet, hen, on, fog, hop, up, run,
and bug.
START SMART S13

START
SMART
DAY 2
5
Mins
OBJECTIVES like, said, and, of Go
Recognize and read
1 Model Display the High-Frequency Word Cards like, said, and, of.
Digital
grade-appropriate
irregularly spelled Use the Read/Spell/Write routine to teach each word.
words. RF.2.3f ‡ Read Point to and say the word like. This is the word like. Say it
they together
Write narratives in with me. I like bananas.
well-elaborated event ‡ Spell The word like is spelled l-i-k-e. Spell it with me.
or short sequence ‡ Write Let’s write the word in the air as we say each letter: l-i-k-e. High-Frequency
details to describe ‡ Follow the same steps to introduce the rest of the words Use
actions, thoughts, these sentences: I said I want to go play. We can run and jump at
and feelings, use the park. I have a box of crayons.
temporal words to
and provide a sense
of closure W.2.3 ‡ Have children work in pairs to make up sentences using the
COLLABORATE
Writing
words.
With guidance and
support from adults ‡ Word Bank You may wish to begin a Word Bank, a list of words
and peers, focus on a that you have learned, by adding this week’s high-frequency
words. Note words that have regular and irregular sounds/
writing as needed
by revising and spellings. Throughout the year, place related words together,
editing. W.2.5 such as words that contain the same spelling patterns. As
Reread and Retell

‡ Make copies of page Start Smart 5 Online PDF. Have children
from the box. Then read the story to a partner.
complete the page. Then guide them through a choral reading of the
like said and of page.
The Lion and the Mouse, Part 2
Weeks later, the lion got caught in a net. He could not get
‡ Have children reread the completed paragraph to a partner.
free. The little mouse came by saw what was
happening.
‡ Find Text Evidence: Ask children to use the paragraph to help them
“I can help you you helped me.”
retell “The Lion and the Mouse.” Prompt children to use evidence from
the mouse.
The mouse gnawed away at the ropes the net.

the text to retell the events in the correct order. Remind them to tell
The lion was free.
the setting and characters in the beginning.
Start Smart 5
S14 UNIT 1 WEEK 1

START SMART
Writing Trait: Ideas
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Actively Engage Have children
5
Mins
Focus on an Event act out events from their story in
the order in which they occurred.
Use sentence frames with signal
words to state their actions.
Discuss the Model First . Next . Then .
Restate children’s responses
‡ Read the paragraph from“The Lion and the Mouse” Point out how
in order to develop their oral
the sentences tell about one event. language proficiency.
Intermediate
Write Have partners draw a series
of three pictures to show what
Soon after, the lion was trapped in a net. happens in their story. Ask them
to use the time order words first,
“I can do something!” said the mouse. The next, and last to write a sentence
for each picture. Have them read
mouse chewed the ropes. He said, their sentences aloud. Clarify
children’s responses as needed by
“You are free now, Lion!” The lion said, providing vocabulary.
“Thank you. little mouse! You saved my Advanced
life!” Write Have children write their
sentences and share them with a
partner. Have partners listen for
sequence of events and correct
the use of time order words if
necessary. Correct the meaning of
children’s responses as necessary.

W
1 Revise Have children review their writing from Day 1. Have
children work with a partner. Pairs should read each other’s
writing and discuss the writing trait. Have them ask, “Does the
writing tell about one event at a time?”
After children discuss each other’s writing, have them revise
their drafts to make sure their writing clearly describes each
event.
2 Edit Ask children to reread their partner’s writing, checking for
correct spelling and end punctuation.
START SMART S15

START Materials
SMART behavior
behavior
are a b c Aa
Word-Building
a
DAY 3 apple
Sound-
Spelling
Cards
Meet the Artists

Next week, our school will take part in a special event called Celebrate
the Arts. When you hear “the arts,” what do you think of? You may think of
art class or music. The arts include art and music as well as dancing, acting,
Review the Concept

singing, and writing. During Celebrate the Arts week, you will have a chance
to learn about different arts. You will also meet local artists. You may be
surprised to learn that some of the artists are your classmates!
Lai May Kwan is an artist who will be featured during Celebrate the Arts
Week. Lai May, a second grader, is a talented piano player. Lai May practices
playing the piano ten hours each week. That helps explain why she is so good!
Lai May started playing the piano when she was only four years old. Lai
May gave her first solo performance last year at our community’s annual
5
Mins
summer festival. She played popular songs, classical songs, and jazz songs,
and they were all a hit. Her playing was so popular, she has already been
asked to perform at next year’s festival.
“After school,” Lai May’s mother says, “Lai May can hardly wait to sit at
the piano and play. After about an hour, I encourage her to go outside and
play. She goes out and plays, but soon she is back sitting at the piano. The
piano is her passion. Anyone who hears her play knows that.”
Marcos Estrella is another second grade artist. Unlike Lai May, Marcos
is an actor. His aunt recalls how Marcos would pretend to be characters in
stories he heard. “When he was younger, we would read him a story,” Aunt
Review what they’ve learned so far about the Essential Question: What Go
makes us special? Explain that today they will hear another selection
Digital
Linda said. “After hearing the story once, he would take on the personality of
one of the characters. He would pretend to be a wolf or an explorer all day.
We knew when he was only two years old that he would be a talented actor.”
Today, Marcos performs with the community theater. He auditioned for
his first part when he was six-years-old. He played a supporting role in that
play. For the second play, the theater director chose a performance that would
about how people are different.
star the young Marcos. The play earned many awards, including Best Actor
for Marcos.
Lai May and Marcos’s talents represent two different art forms. What art
form interests you? If you are not sure, plan to attend the events offered during
Celebrate the Arts week. Come meet Lai May, Marcos, and other artists.
“We’re just like any other children,” Marcos said. “We found what makes us
special.”
Read: Expository Text

Start Smart 6
Genre: Informational Text
OBJECTIVES Tell children that an informational text tells about something real.
Expository text is a kind of informational text. Explain that the Read Aloud
Ask and answer
such questions as selection they will hear, “Meet the Artists,” is an expository text that:
who, what, where,
when, why, and how
‡ give facts and information about something.
to demonstrate ‡ can have text features, such as photos and captions. Detail Detail Detail
understanding
of key details in a
‡ may be an article in a newspaper.
text. RI.2.1
Introduce Begin by reading aloud the title “Meet the Artists” on Start Graphic
Organizer
Smart 6 Online PDF. Say: We know that the title of a selection can help
us guess what it might be about. This selection is called, “Meet the Artists.” I
think it will tell us about different artists.
Strategy: Ask and Answer Questions Tell children that as they listen
they can stop and ask themselves questions. Then they can listen for
the answers.
Skill: Key Details Explain that as children listen they should pay
attention to key details in the selection.
Read “Meet the Artists”

Read the first two paragraphs to children. Model asking a question to
make sure you understand a key detail. What happens during Celebrate
the Arts week? Who is Lai May Kwan? Continue reading, pausing to ask
questions to check understanding. Model using the text to find the
answers to these questions as you read.
S16 UNIT 1 WEEK 1

START SMART
5
Mins
Respond to a Selection ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Talk About It Beginning
Show children a photo of a piano.
Discuss Guide children to discuss the selection and identify the Say piano and have children
COLLABORATE key details that helped them understand the information. Ask: What
repeat. Then have children fill in
important information did you learn about Lai May Kwan? What makes a sentence frame such as, Lai May
her special? What makes Marcos Estrella special? Which artist would you Kwan plays . Repeat for actor
with a picture of a person acting
most like to meet? Why? Point out that the author of the article had
on stage. Use the sentence frame
to do research. He had to learn facts about Celebrate the Arts week Marcos Estrella is . Model
as well as facts about Lai May Kwan and Marcos Estrella. Ask: Who do correct pronunciation as needed.
you think the author interviewed to learn about the children? Review the
Intermediate
selection to find the answers.
Describe Ask children to talk
Share Remind children of the theme: We Are Special. Ask: What are about how Lai May Kwan and
some different things that can make a person special? How does “Meet Marcos Estrella are special. Lai
the Artists” connect to the theme? May Kwan is special because .
Marcos Estrella is special
because . Repeat children’s
responses slowly and clearly to
the class.
Advanced
Discuss Ask children to elaborate
on the concept of uniqueness. Ask:
How are the children special? Name
something each child does. Elicit
A C T Access Complex Text more details to support children’s
responses.
Connection of Ideas
In order to understand this story, children should understand that
informational text often includes several important ideas and
details.
‡ Help children identify the key details in the first paragraph.
Reread the first paragraph and ask: What is Celebrate the Arts
week? (a school celebration to learn about different forms of art
and to meet artists.)
‡ Then have children make connections by rereading the
remaining text and asking: Who is Lai May Kwan? How is she
connected to Celebrate the Arts week? (She is a student and an
artist who will be featured during the Celebrate the Arts week
celebration.)
‡ Continue rereading the selection and having children connect
the information from the text to find the essential idea.
START SMART S17

START
SMART
DAY 3
5
Mins
Phonemic Awareness
Demonstrate
1 Model Show children how to blend words with consonant blends.
Digital
understanding
of spoken words, I am going to say a word sound by sound. Then I’ll put the sounds
syllables, and sounds together to say the word as a whole. Listen carefully: /f/ /l/ /a/ /t/. There
(phonemes). RF.1.2 are four sounds. The first sound is /f/. The second sound is /l/. The third
Orally produce sound is /a/. The final sound is /t/. Listen as I string together, or blend,
single-syllable the sounds: /ffflllaaat/, flat. The word is flat.
words by blending Phonemic
sounds (phonemes), Repeat with the words clap, stop, and plan. Awareness
including consonant
Exaggerate mouth and tongue position to emphasize both sounds
blends. RF.1.2b
in each consonant blend.
Know and apply
2 Guided Practice/Practice Have children practice blending m a
grade-level phonics
and word analysis phonemes to form words with consonant blends. n t p
skills in decoding
words. RF.2.3
Listen to these sounds: /g/ /l/ /a/ /d/. Blend the sounds and say the word: Phonics
/g/ /l/ /a/ /d/. The word is /glllaaad/, glad.
Repeat with the words flop, skip, brag, plus, drag, trick, glass, and skin.
they together
how eat
ENGLISH LANGUAGE 5
Mins
Phonics High-Frequency
Word Routine
LEARNERS
Transfer Skills See
Language Transfer
Introduce Consonant Blends
Handbook for a 1 Model Display the Word-Building Cards cr. Teach the consonant
complete list of blend /kr/ spelled cr. Write the word crab. This is the word crab. The
transferable and
non-transferable two letters c and r together stand for the sounds /kr/ at the beginning
sounds. of crab. Say it with me: /kr/. Watch as I write the letters cr. I will say
Sound the sounds /kr/ as I write the letters several times. Repeat using these
Pronunciation Play words: grin, frog, drip, slip, snap, spot, stop, clip, plan, flag, drop.
the Go Digital audio 2 Guided Practice/Practice Have children practice connecting the
again for a model
of the consonant letters and sounds. Now do it with me. Say /kr/ as I write the letters cr.
blend sounds for Say /kr/ as I write the letters cr. This time, write the letters cr five times
children needing as you say the /kr/ sounds. Write the letters cr five times as you say /kr/.
additional models. Repeat for other consonant blends with l, r, and s such as tr, pr, gr, br,
dr, bl, cl, fl, gl, pl, sl, st, sp, sk.
S18 UNIT 1 WEEK 1

START SMART
Build Fluency: Sound/Spellings START SMART 7 ONLINE PDF
Say the name of each picture. Write the missing beginning
Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, sounds to finish the picture name.
u, v, w, x, y, z. Tell children that each day you will show them the sound-
spellings they have learned. Have children chorally say the sound
for each card. When finished, repeat and vary the pace. Note difficult
sound-spellings. og ed ag
Blend Words with Consonant Blends

Model Display Word-Building Cards d, r, o, p. Model how to blend ap ip ab
the sounds together as you run your finger under each letter. This is

the letter d. It stands for /d/. This is the letter r. It stands for /r/. This is the
letter o. It stands for /o/. This is the letter p. It stands for /p/. Listen as I
blend these sounds together: /drrrooop/. Say it with me: /drrrooop/, drop. ib in im
Continue by modeling the words grab, crib, trap, step, swim, skin, clap,
club, plus, and flip.
START SMART S19

START
SMART
DAY 3
5
Mins
OBJECTIVES on, play, some, where Go
Recognize and read
1 Model Display the High-Frequency Word Cards on, play, some, and
Digital
grade-appropriate
irregularly spelled where. Use the Read/Spell/Write routine to teach each word.
words. RF.2.3f ‡ Read Point to and say the word on. This is the word on. Say it with
they together
Write informative/ me: on. Your book is on the table.
explanatory texts in how eat
which they introduce ‡ Spell The word on is spelled o-n. Spell it with me.
a topic, use facts and ‡ Write Let’s write the word in the air as we say each letter: o-n. High-Frequency
definitions to develop Word Routine
points, and provide a ‡ Follow the same steps to introduce the words play, some, and
concluding statement where. Use these sentences: I like to play tag. Would you like some
or section. W.2.2 grapes? Where is the cat?
With guidance and ‡ Follow the same steps to review the words and, are, like, of, said,
support from adults
and peers, focus on a
the, to, and you.
topic and strengthen 2 Practice Writing
writing as needed
by revising and
‡ Have children work in pairs to make up sentences using
editing. W.2.5 the words.
‡ Word Bank You may wish to begin a Word Bank, a list of words
that you have learned, by adding this week’s high-frequency
words. Note words that have regular and irregular sound-
spellings. Throughout the year, place related words together,
such as words that contain the same spelling patterns. As
from the box. Then read the story to a partner. Reread and Retell
on play some where
Meet the Artists, Part 1

‡ Make copies of page Start Smart 8 Online PDF. Have children
will you be next week? Make plans to be at
complete the page. Then guide them in a choral reading of the page.
school. It will be a special week. It will be Celebrate the Arts
week. Students will be able to meet real artists. ‡ Have children reread the completed paragraph to a partner.
One of the artists is Lai May Kwan. She is in second grade.
She likes to the piano. She plays piano ten hours ‡ Then ask children to use the paragraph to help them retell “Meet
each week. Lai May was the stage last summer.
the Artists.” Prompt children to add as many key details as they can
remember.
Start Smart 8 Online

PDF
S20 UNIT 1 WEEK 1

START SMART
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Write Sentences Provide model
5
Mins
Focus on a Topic sentences based on the prompt:
I am special . I like to .
Help children complete the
sentence frames and focus
Discuss the Model on one topic.
‡ Explain to children that in expository text, writers choose a topic to Intermediate
write about. They include facts that tell about the topic. They don’t
Expand Help children use an idea
include facts that do not have to do with the topic. web. In the middle of the web,
‡ Write the third paragraph from “Meet the Artists” on the board. have children write the person’s
Read the paragraph aloud. Point out how all of the sentences tell name about whom they will be
writing. Have children orally give
about one topic. Each sentence give facts about Lai May Kwan. details related to why the person
is special. Repeat their answers
and help them write them in the
Lai May started playing the piano when web.
she was only four years old. Lai May gave Advanced
her first solo performance last year at our Respond Ask children to respond
to the prompt. Remind them to
community’s annual summer festival. She focus on one topic.
played popular songs, classical songs, and

jazz songs, and they were all a hit. Her
playing was so popular, she has already been
WRITING ENTRY: FOCUS ON A TOPIC

W
Write an expository selection. Tell facts about what makes you,
or someone you know, special.
Help children brainstorm a list of topics to write about.
2 Draft Have children chose a topic and use their notes to
write a draft. Remind children to focus on one topic at a
time as they write.
START SMART S21

START Materials
SMART behavior
behavior
do a b c
Word-Building
a ai_ _ay
a_e ea ei
DAY 4 train
Sound-
Spelling
Cards
Meet the Artists

Next week, our school will take part in a special event called Celebrate
the Arts. When you hear “the arts,” what do you think of? You may think of
art class or music. The arts include art and music as well as dancing, acting,
singing, and writing. During Celebrate the Arts week, you will have a chance
to learn about different arts. You will also meet local artists. You may be
Review the Concept

surprised to learn that some of the artists are your classmates!
Lai May Kwan is an artist who will be featured during Celebrate the Arts
5
Week. Lai May, a second grader, is a talented piano player. Lai May practices
playing the piano ten hours each week. That helps explain why she is so good!
Lai May started playing the piano when she was only four years old. Lai
May gave her first solo performance last year at our community’s annual
summer festival. She played popular songs, classical songs, and jazz songs,
and they were all a hit. Her playing was so popular, she has already been
Mins
“After school,” Lai May’s mother says, “Lai May can hardly wait to sit at
the piano and play. After about an hour, I encourage her to go outside and
play. She goes out and plays, but soon she is back sitting at the piano. The
piano is her passion. Anyone who hears her play knows that.”
Marcos Estrella is another second grade artist. Unlike Lai May, Marcos
is an actor. His aunt recalls how Marcos would pretend to be characters in
stories he heard. “When he was younger, we would read him a story,” Aunt Remind children of the Essential Question: What makes us special? Go
Digital
Linda said. “After hearing the story once, he would take on the personality of
one of the characters. He would pretend to be a wolf or an explorer all day.
We knew when he was only two years old that he would be a talented actor.”
Today, Marcos performs with the community theater. He auditioned for
his first part when he was six-years-old. He played a supporting role in that
Remind children of the selection they heard yesterday, “Meet the Artists.”
play. For the second play, the theater director chose a performance that would
star the young Marcos. The play earned many awards, including Best Actor
for Marcos.
Lai May and Marcos’s talents represent two different art forms. What art
Ask: What makes each artist in the selection special?
form interests you? If you are not sure, plan to attend the events offered during
Celebrate the Arts week. Come meet Lai May, Marcos, and other artists.
“We’re just like any other children,” Marcos said. “We found what makes us
special.”
Start Smart 6
Reread: Informational/Expository Text
Genre: Informational/Expository Text
OBJECTIVES Remind children that “Meet the Artists” is an expository selection. An Read Aloud
Ask and answer expository selection is a kind of informational text. It gives facts and
such questions as
who, what, where,
information about something.
when, why, and how Expository texts may be newspaper articles with text features, such as
to demonstrate photos and captions. Detail Detail Detail
understanding
of key details in a Strategy: Ask and Answer Questions Remind children that as they
text. RI.2.1 listen to the selection they should ask themselves questions. Then they Graphic
can listen to the rest of the selection for the answers to their questions. Organizer
Skill: Key Details Tell children to pay attention to key details in

the selection. Remind them that key details are important pieces of
information that help them understand the selection.
Reread “Meet the Artists”

Reread “Meet the Artists,” Start Smart 6 Online PDF with children,
pausing to ask and answer questions and have children identify key
details in the text.
S22 UNIT 1 WEEK 1

START SMART
5
Mins
Respond to Selection ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Genre Focus Remind children that “Meet the Artists” is expository Beginning
text. Expository text: Actively Engage On a rereading
of the selection, have children
‡ gives real facts and information.
repeat the name of each artist
‡ may be found in a newspaper, magazine, textbook, and print and and act out what the artist does.
online reference materials. Then have them orally complete a
sentence frame: likes to .
‡ may include text features such as photos and captions. Restate children’s responses
‡ may require the writer to do research. in order to develop their oral
language proficiency.
Say: “Meet the Artists” is a newspaper article. The author wrote the article
to tell children at his school about events that will happen next week Intermediate
during Celebrate the Arts week. The author also wanted to give facts Demonstrate
about two of the student artists that will be featured during the special Understanding Help children
write and say the name of each
week. The author had to do research before he wrote. He interviewed Lai
artist in the selection. Then have
May Kwan’s mother. He included a quotation from her. How did he find children read the name of the
out information about Marcos Estrella? (He interviewed Marcos Estrella artist and say one detail about
and Marcos’s Aunt Linda.) what makes him or her special.
Clarify children’s responses as
needed by providing vocabulary.
Advanced
Speak Have children take turns
playing “Who Am I?” One child
gives clues about an artist from
the selection while the other child
guesses his or her name. Model
correct pronunciation as needed.
START SMART S23

START
SMART
DAY 4
5
Mins
Phonemic Awareness
Demonstrate
1 Model Show children how to segment words with long a and i into
Digital
understanding
of spoken words, phonemes. I am going to say a word sound by sound. The word is make.
syllables, and sounds Listen: /mmm/ /āāā/ /k/. The word make has three sounds. Watch as I
(phonemes). RF.1.2 try again. I will hold up one finger for each sound I say: /m/ /ā/ /k/. The
Segment spoken first sound in make is /m/. The middle sound in make is /ā/. The final
single-syllable sound in make is /k/.
words into their
complete sequence Repeat with the words safe, tape, time, bike, and size. Phonemic
Awareness
of individual sounds
Contrast mouth position when saying /ā/, and /ī/.
(phonemes). RF.1.2d
Distinguish long and 2 Guided Practice/Practice Have children practice segmenting
short vowels when words into phonemes. Listen to this word: late. Let’s segment the word
reading regularly into three sounds: /lll/ /āāā/ /t/. Late has three sounds: /lll/ /āāā/ /t/. train
spelled one-syllable
words. RF.2.3c Repeat with the words bake, sale, dime, five, and side. Phonics
5
Mins
Phonics c a t
Phonics
Introduce /ā/ a_e, /ī/ i_e
1 Model Display the Train Sound-Spelling Card. Teach the sound /ā/
spelled a_e. This is the Train Sound-Spelling Card. The sound is /ā/ in
the middle of train. Say it with me: /āāā/. Today we’ll learn one spelling
for the /ā/ sound. Write tap on the board. Look at the word I wrote: tap.
Say it with me. This word has the short a sound, /a/. Watch as I add e
to the end of the word. The new word is tape. The letters a and e form
a team to make the /ā/ sound. Listen: /tāp/. Watch as I write the letters
a_e. I will say /ā/ as I write the letters a_e several times.
Repeat with the Five Sound-Spelling Card. Teach the sound /ī/
spelled i_e. This is the Five Sound-Spelling Card. The sound is /ī/ in the
middle of five. Say it with me: /īīī/. Today we’ll learn one spelling for the
/ī/ sound. Watch as I write the word five. The letters i and e form a team
to make the /ī/ sound. Listen: /fīv/. Watch as I write the letters i_e. I will
say /ī/ as I write the letters i_e several times.
S24 UNIT 1 WEEK 1

START SMART
2 Guided Practice/Practice Have children practice connecting the START SMART 9 ONLINE PDF
letters and sound through writing. Now do it with me. Say /ā/ as I
Circle the word that names each picture. Then write
write the letters a_e. Say /ī/ as I write the letters i_e. This time, write the word on the line.
the letters a_e five times as you say the /ā/ sound. Write the letters i_e XVcZ eaVc WV`Z
XVc eaVcZ a^`Z
five times as you say /ī/. XV`Z eaViZ W^`Z
cane
Build Fluency: Sound/Spellings ha^Y \VbZ hVkZ
Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, ha^YZ

h^YZ
XVkZ
XV\Z
kVhZ
hVbZ
spellings they have learned. They will quickly review them as a warm-
up to the day’s activities. Have children chorally say the sound for

\ViZ `î b^cZ
each card. When finished, repeat and vary the pace. Note the difficult \VkZ `^X` c^XZ
iV`Z `îZ b^XZ
sound-spellings.
Blend Words with Long a and i

Model Display Word-Building Cards c, a, k, e. Model how to blend the
letter c. It stands for /k/. This is the letter a. I see letter e at the end of the
word. Letters a_e stand for /ā/. This is the letter k. It stands for /k/. The e
is silent. Listen as I blend these sounds together: /kāāāk/, cake. Say it with
me: /kāāāk/, cake.
Continue by modeling the words gate, same, kite, nine, and lime.
ENGLISH LANGUAGE
LEARNERS
Transfer Skills See the Language
Transfer Handbook for a complete
list of these transferable and
nontransferable sounds. Provide
additional pronunciation and
decoding practice using the
Approaching level phonics
throughout the unit.
Sound Pronunciation Play the Go
Digital audio again for a model of
the /ā/ and /ī/ sounds for children
needing additional models.
START SMART S25

START
SMART
DAY 4
5
Mins
OBJECTIVES do, has, they, this Go
Recognize and read
1 Model Display the High-Frequency Word Cards do, has, they, and
Digital
grade-appropriate
irregularly spelled this. Use the Read/Spell/Write routine to teach each word.
words. RF.2.3f ‡ Read Point to and say the word do. This is the word do. Say it with me:
they together
Write narratives in do. Do you like apples?
well-elaborated event ‡ Spell The word do is spelled d-o. Spell it with me.
or short sequence ‡ Write Let’s write the word in the air as we say each letter: d-o. High-Frequency
details to describe ‡ Follow the same steps to introduce the words has, they, and this. Use
actions, thoughts, these sentences: Sandra has a red jacket. They are my friends. Is this
and feelings, use your book?
temporal words to
and provide a sense
‡ Have children work in pairs to make up sentences using the words.
of closure. W.2.3 Writing
‡ Word Bank You may wish to begin a Word Bank, a list of words that
With guidance and
support from adults you have learned, by adding this week’s high-frequency words. Note
and peers, focus on a words that have regular and irregular sound-spellings. Throughout
writing as needed
the year, place related words together, such as words that contain the
by revising and same spelling patterns. As children master words, remove them from
editing. W.2.5 the board.
Reread and Retell

‡ Make copies of Start Smart 10 Online PDF. Have children complete
the page. Then guide them through a choral reading of the page.
from the box. Then read the story to a partner.
do has they this ‡ Have children reread the completed paragraph to a partner.
Meet the Artists, Part 2
Marcos Estrella is another artist. He will be at

‡ Use Text Evidence Ask children to use the paragraph to help them
year’s Celebrate the Arts week. Since he was young, Marcos
retell “Meet the Artists” Prompt children to use evidence from the
been an actor.
Marcos acts with a theater group. He works with many

text to retell key details about how the artists Lai May and Marcos are
actors. have won many awards. Marcos is
special.
a great actor. There is no role he cannot .
Come meet him next week.

Start Smart 10 Online

PDF
S26 UNIT 1 WEEK 1

START SMART
ENGLISH LANGUAGE
LEARNERS SCAFFOLD
Beginning
Practice Help children identify
5
Mins
Focus on a Topic that the topic of their draft is the
person they chose to write about.
Read the draft aloud with the
child. After each sentence ask,
Discuss the Model Does this tell about the topic?
‡ Read the fifth paragraph from “Meet the Artists”. Point out how all Intermediate
of the sentences tell about Marcos Estrella.
Discuss Have children identify
the topic for their partner. Listen
in as they read each other’s drafts.
Marcos Estrella is another second grade Guide them to identify sentences
that do not tell about the topic.
artist. Unlike Lai May, Marcos is an actor. His Work with children to correct their
aunt recalls how Marcos would pretend to drafts.
be characters in stories he heard. “When he Advanced

Explain Have children read their
was younger, we would read him a story,” partner’s draft. Elicit from children
why the sentences are or are not
Aunt Linda said. “After hearing the story all about one topic.
once, he would take on the personality of
one of the characters. He would pretend to
be a wolf or a soldier all day. We knew when
he was only two years old that he would be
a talented actor.”
WRITING ENTRY: FOCUS ON A TOPIC

W
1 Revise Have children review their writing from Day 3. Have
children work with a partner. Pairs should read each other’s
writing and discuss the writing trait. Have them ask, “Does the
writing tell about one topic?”
After children discuss each other’s writing, ask them to revise
their drafts to make sure their writing tells about only one topic.
2 Edit Ask children to reread their partner’s writing, checking
for correct spelling and end punctuation. Then have children
revise their writing.
START SMART S27

START Materials
SMART behavior
behavior
go a b c
Word-Building
o oa ow
o_e _oe
DAY 5 boat
Sound-
Spelling
Cards
5
Mins
Make Connections
OBJECTIVES Reread “The Lion and the Mouse” Go
Analyze how two or
Tell children that as you read, they should listen carefully and try
Digital
more texts address
similar themes or to remember as much of the story as they can. Review the story’s
topics in order to characters, setting and events. Ask: Who were the main characters? Where
build knowledge did the story take place? What are the most important events?
or to compare the
approaches the
authors take.
Text to Text
R.CCR.9 Help children to make connections between “The Lion and the Mouse” Read Aloud
Participate in and “Meet the Artists.” Ask: How are the two selections alike? How are they
collaborative different? Provide help as needed.
conversations with
diverse partners
about grade 2 topics Text to Self
and texts with
peers and adults Help children to make personal connections to the selections. Ask: Have
in small and larger you ever read other fables or newspaper articles about characters or people
groups. SL.2.1 that are special? What did you learn? Provide help as needed.
Ask and answer
questions about
what a speaker says Text to World
in order to clarify
comprehension, Help children to make worldly connections to the selections. Ask: What
gather additional other lessons do you think people can learn from fables? Why do you think
information, newspapers are important? Provide help as needed.
or deepen
understanding of a
topic or issue. SL.2.3
• Make text
connections.
S28 UNIT 1 WEEK 1

START SMART
Routines
5
Mins
Routines: Retellings Retellings
Why Retellings are oral or written
‡ Ask children to think about the story “The Lion and the Mouse”. Ask: recalls of text which allow teachers
What happens at the beginning of the story? What happens in the to monitor comprehension.
middle? What happens at the end? Provide help as needed. Children are encouraged to recall
as much of a text as possible. As
‡ Model the story as completely as possible. Involve children by they retell, they must recall the
stopping at two or three places so they can add a few of the details. selection and think about critical
Help them with prompts, such as: What happened then? How would selection features.
you describe the Lion? Use the Language Acquisition prompts How
provided. • Model Retelling Use the prompts
‡ Practice with children. Say: I’m going to retell the story of “The Lion on the first few Retelling Cards to
model retelling. Show children how
and the Mouse,” but I’m going to leave out some important parts. I
to recall basic events and details of
want you to help me. Listen carefully and tell me some of the things I the selection.
need to add. • Guide Retelling Use the remaining
‡ Review retelling by having children retell a story from a favorite Cards to guide children’s retelling.
Ask guided questions to help
television show, video, or movie. Have them identify the main
children retell the selection and
characters and tell what happened in the story. Guide children in important features.
staying on topic when presenting their story. • Discuss the Retelling Have
children summarize selection
concepts by asking higher-order
questions.
Ask and Answer Questions As children engage in partner,
small-group, and whole-group discussions, encourage them to
‡ ask questions about ideas that are unclear.
‡ wait a few seconds after asking a question to give others time
to respond.
‡ answer questions using sentences, not one-word responses.
START SMART S29

START
SMART
DAY 5
5
Mins
Phonics
OBJECTIVES Introduce Final e (e_e, o_e, u_e) Go
Know and apply
1 Model Display the Boat Sound-Spelling Card. Teach the sound
Digital
grade-level phonics
and word analysis /ō/ spelled o_e.
skills in decoding
This is the Boat Sound-Spelling Card. The sound is /ō/ in the middle
words. RF.2.3 they together
of boat. Say it with me: /ōōō/. Today we’ll learn one spelling for the
Distinguish long and
/ō/ sound. Watch as I write the word home. The letters o and e form a how eat
short vowels when
reading regularly team to make the /ō/ sound. Listen: /hōm/. Watch as I write the letters
High-Frequency
spelled one-syllable o_e. I will say /ō/ as I write the letters o_e several times. Word Routine
words. RF.2.3a
Repeat with the Tree Sound-Spelling Card to the sound /ē/ spelled
Recognize and read e_e using the word eve. Repeat with the Cube Sound-Spelling Card
grade-appropriate
to teach the sound /ū/ spelled u_e.
irregularly spelled
words. RF.2.3f 2 Guided Practice/Practice Have children practice connecting the
letters and sound through writing. Now do it with me. Say /ō/ as I Start Smart
write the letters o_e. This time, write the letters o_e five times as you Reader
say the /ō/ sound. Repeat with e_e and u_e.
Build Fluency: Sound/Spellings boat

Display Word-Building Cards a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, Phonics
spellings they have learned. Have children chorally say the sound for
each card. Note any difficulties with sound-spellings.
c a t
JhZi]ZaZiiZgiâZhidbV`ZldgYh#
Blend Words with Final e
g ] d e Z h X j i Z Model Display Word-Building Cards h, o, p, e. Model how to blend Phonics
&# &# the sounds together. This is the letter h. It stands for /h/. This is the letter
'#
(#
'#
(#
o. I see letter e at the end of the word. Letters o_e stand for /ō/. This is
the letter p. It stands for /p/. The e is silent. Listen as I blend these sounds
i h a d Z c d ] a l] Z b together: /hhhōōōp/, hope. Say it with me: /hhhōōōp/, hope.
&# &#
Continue by modeling the words note, rope, rule, June, tune, and eve.
'# '#
(# (#
Start Smart 11
S30 UNIT 1 WEEK 1

START SMART
5 High-Frequency Words START SMART READER ONLINE
1
Mins
mom gave me some seeds.

I Can Plant
>eaVXZildWZVch^cY^gi#
go, me, my, was
will go in a pot.
>XVc\gdlVeaVci#
1 Model Display the High-Frequency Word Cards go, me, my, and
They
My
was. Use the Read/Spell/Write routine to teach each word.
‡ Read Point to and say the word go. This is the word and. Say it with
me: go. It is time to go to school. Copyright © The McGraw-Hill Companies, Inc.
‡ Spell The word go is spelled g-o. Spell it with me.
I>aZVkZi]Zedi^ci]Zhjc#
tell my dog not to play.
the plant can grow.
Write Let’s write the word in the air as we say each letter: g-o.
>`ZZedjgYd\VlVn#
‡
<gdl!eaVci!\gdl
plant, grow!
‡ Follow the same steps to introduce the words me, my, and was. Use
Grow,
these sentences: Please give me the book. I love my dog! I was sick
So
yesterday.
4
‡ Follow the same steps to review the words and, are, do, has, like, of, on,
play, said, some, the, they, this, to, where, and you.
START SMART READER ONLINE
2 Practice
3
‡ Have children work in pairs to make up sentences using the words.
I]ZgZVgZildaîiaZh]ddih
Hddci]Znlâa\gdliVaa#
‡ Word Bank You may wish to begin a Word Bank, a list of words
Soon it will be big.

Look at my plant!
that children have learned, by adding this week’s high-frequency
It was little.
words. Note words that have regular and irregular sound-spellings.
Throughout the year, place related words together, such as words
that contain the same spelling patterns. As children master words,
remove them from the board.
>XdbZidhZZîV\V^cVcYV\V^c#
>XVc]Zaei]ZeaVci\gdl#
I can help the plant grow.
The sun will help it too.
Read Start Smart Reader
5
Mins
“I Can Plant”
2
‡ Make copies of the Smart Reader. Show children how to fold the
book.
‡ Display the cover of the book. Read the title chorally. Ask children
what they think the story will be about.
‡ Have them take turns reading the book aloud to a partner. Circulate,
listen in, and take note of children who struggle.
START SMART S31

START
SMART
WHOLE GROUP Fluency
DAY 5
5
Mins
Expression
OBJECTIVES Model Fluent Reading Go
Read with sufficient
‡ Read aloud Start Smart Reader “I Can Plant” with proper expression.
Digital
accuracy and
fluency to support Have children echo each sentence you read. Point out how you read
comprehension. a sentence ending in an exclamation point with excitement and
RF.2.4 expression. Explain how you pause slightly at a comma, longer at an
Read on-level text end mark.
orally with accuracy,
appropriate rate,
‡ Have partners reread the story, working on how they read the
Start Smart
and expression sentences with commas or exclamation points. Circulate, listen in, Reader
on successive and provide corrective feedback about expression and phrasing.
readings. RF.2.4b
With guidance
and support from Repeated Readings
adults, use a variety
of digital tools to
‡ Have children select a story from the classroom library or a book that Writing
produce and publish they have previously read. Tell children that by rereading these books
writing, including in they can become better readers. The more practice we have sounding Could you make a buzz as long
as a bee’s?
collaboration with out words and seeing those important high-frequency words in text, the A bee can go “buzz” for one,
two, three!
One, two, three, I buzz and then,
peers. W.2.6 One, two, three, I buzz again!
easier it will be for us to read new stories. I could make a buzz for one,
two, three!
Fluency
Independent Reading
Provide 15–20 minutes for children to enjoy independent reading. You
may read with children or use this time to assess individuals using the
Fluency Assessment in the Placement and Diagnostic Assessment.
To reinforce, have children work in pairs or groups to paraphrase the
reading or participate in group activities such as book talks.
Grades K-6
Placement
and Diagnostic
Assess Fluency
Assessment At the end of the Start Smart review, assess each child’s oral reading
fluency to establish the child’s baseline. The goal for the beginning
of Grade 2 is 51 words correct per minute (WCPM). See Diagnostic
Assessment for tests and scoring guidelines. Use the results to
provide appropriate small group instruction.
S32 UNIT 1 WEEK 1

START SMART
Routines
5
Mins
Writing Traits: Ideas Writing Process :
Focus on Writing
Share and Reflect Explain to children that over the
course of each unit students will
Discuss Ask children to tell what they have learned about the develop two longer pieces of
writing trait, Ideas. Guide them to recall that writers want readers to writing related to a specific genre.
understand their message. In fiction, writers make their writing clear For these longer pieces students
by telling about one event at a time. In expository writing, they keep will work through all of the stages
their focus on one topic. of the writing process: Prewrite,
Draft, Revise, Proofread/Edit,
Present Invite volunteers to present one of their writing entries for and Publish. They will also have
the week. Encourage children to discuss how the trait helped them the opportunity to present their
focus their writing. writing.
As they write, students will apply
Reflect Have children write about their progress as writers this week.
what they learned in their weekly
Ask them to think about how the trait, Ideas, helped them improve lessons on writing traits. Students
their writing. Have children think of other events or topics they could will regularly conference with peers
write about related to the Essential Question. and teachers to gain feedback.
Wrap Up the Week

‡ Review the Essential Question.
‡ Prompt children to discuss the skills
they practiced and learned this week.
Guide them to share examples of how
they used each skill.
‡ Review the high-frequency words
with children.
‡ Review the characteristics and
purposes of fables and expository
text.
START SMART S33

ASSESSMENT
Placement and Diagnostic Assessment
Grades K-6
Screening/Placement
Observe children throughout the Start Smart instruction as they
complete assignments, respond orally in class, and read aloud. Take
note of individual children’s skill needs.
Diagnostic Fluency Benchmark Assess each child’s fluency level. This test will
and Placement show which children are below grade level, on level, and above grade
level based on national fluency norms.
Assessment
For children below level, use the Placement Decisions chart in the
Placement and Diagnostic Assessment to determine which tests
State Standards
need to be administered to figure out each child’s specific skill needs.
The results of these tests will assist you in determining which children
PDFs Online need intervention and help you provide appropriate small group
lessons to fill in skill gaps and get all struggling readers on level.
Diagnostic Assessment Includes . . .

‡ Foundational Skills Assessments
• Basic Assessments (determine lower-level skill deficiencies, when
applicable; include phonemic awareness, Sight Word Fluency/
high-frequency words, and alphabet recognition using Letter
Naming Fluency)
• Phonics Survey (determine decoding abilities and skill
deficiencies; developed by program author Jan Hasbrouck)
‡ Fluency Passages (Oral Reading Fluency Rate, Oral Reading
Accuracy, and Prosody level; WCPM scores correlated to national
norms developed by program author Jan Hasbrouck)
‡ Leveled Passages (determine reading level and comprehension
abilities)
‡ Vocabulary (determine speaking and reading vocabulary
proficiency)
‡ Inventory of Developmental Spelling (determine encoding
abilities; developed by program author Donald Bear)
Go
Digital
S34
START SMART
Diagnose and Prescribe
Use the results of the Placement and Diagnostic Assessments to provide appropriate Small Group instruction
in Unit 1. Focus on rebuilding lower-level skills needed to accelerate children’s progress.
TESTED SKILLS
T If … Then …
FLUENCY Children’s WCPM scores Assess comprehension abilities using the
Oral Reading Fluency Passages are below the 50th Leveled Passages and decoding abilities
percentile . . . using the Phonics Survey.
COMPREHENSION Children score below Consider children’s reading levels when

Leveled Passages 80% on the passages . . . providing preteach and reteach lessons to
support children while reading the Core
selections.
PHONEMIC AWARENESS Children score below Plan skill-based small group lessons based
Phonemic Awareness Subtests 60% on any of the on results. Continue to monitor progress
subtests . . . frequently.
PHONICS Children score below Assess basic skills, such as letter names and
Phonics Tasks 80% on a skill subset sounds, featured in tasks correlated to lower
that correlates to their grade levels to identify issues in phonics
grade level . . . skills development.
VOCABULARY Children’s results are Provide direct instruction in specific

Verbal Language Scales below grade level . . . vocabulary necessary for school success, and
test fluency and phonemic awareness ability
to identify lack of underlying skills.
SPELLING Children are below Provide practice in the spelling patterns in

Inventory of Developmental grade level . . . which children are struggling.
Spelling
WRITING Children are below Focus modeling and conferencing revision

Writing Prompt grade level . . . suggestions on those areas in which children
need more scaffolding and practice.
TIER TIER
2 3 Response to Intervention
Use the Placement Decisions chart in the Placement and Diagnostic
Assessment to evaluate children’s need for placement in Tier 2 or Tier 3
Intervention.
START SMART S35

WEEKLY OVERVIEW
TEACH AND MODEL

TEACH MODEL
Vocabulary Close Reading of Complex Text

actions Shared Read "Little Flap Learns to Fly," 22–27
afraid Genre Fantasy
Lexile 390L
depend
nervously
Minilessons Tested Skills
peered
perfectly Comprehension Strategy ..................... Visualize, T32–T33
rescue Comprehension Skill .............................. Key Details, T34–T35

Genre ............................................................. Fantasy, T44–T45
secret
Vocabulary Strategy ............................... Inflectional Endings, T46–T47
Writing Traits .............................................. Ideas, T22–T23
Grammar ...................................................... Statements and Questions, T24–T25
Go
Digital
http://connected.mcgraw-hill.com
UNIT 1 WEEK 1
FRIENDS AND FAMILY
Essential Question
How do friends depend on each
other?
WEEK 1
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Help! A Story of Friendship, 10–29 “Crayons,” 32–33
Genre Fantasy Genre Poetry
Lexile 410L Lexile NP
Differentiated Text
Leveled Readers Includes Paired Reads
APPROACHING ON LEVEL BEYOND ELL

Fox and His Friends Houndsley and
Genre Fiction Catina Plink and
Plunk
Lexile 200L
Genre Fiction
Lexile 480L
Classroom Library
WEEKLY OVERVIEW T1
TEACH AND MANAGE
How You Teach
INTRODUCE TEACH APPLY

Weekly Concept Close Reading Close Reading
Friends Help Friends “Little Flap Learns to Fly” Help! A Story of Friendship
Minilessons Crayons
Visualize, Details, Fantasy, Inflectional
Endings, Writing Traits
Student
Anthology
Reading-Writing 10–33
Workshop
Reading-Writing Workshop 22–27
18–19
Go Interactive Interactive Mobile

Digital Whiteboard Whiteboard
How Students Practice

Weekly contract Leveled practice and online activites
Your Turn Practice Book
PDF Online
002_031_CR14_WC_G2_XXXXXX.indd Page 2 3/5/12 11:37 PM u-s010 /Volumes/101/GO00979_SE/CORE_READING/NATIONAL/SE/HOME_SCHOOL_CONNECTION/
1–10
1 10 Leveled Readers
Name Date
My To-Do List
Put a check next to the activities you complete.
Phonics ⁄
Reading Word Study
Key Details Short a, Short i
Fluency
Writing Social Studies

Focus on an Event Parts of Culture
Independent Go Digital
Practice www.connected.mcgraw-hill.com
Vocabulary, pp. 1, 9 Interactive Games/Activities

Vocabulary
Phonics, p. 2
Comprehension
Comprehension and
Fluency, pp. 3–5 Phonics/Word Study
Writing Traits, p. 7 Grammar
Genre, p. 8 Spelling/Word Sorts
Write About Reading, p. 10 Listening Library
2 Unit 1 • Week 1 • Friends Help Friends Contracts
Goo Online
Onl
O
Onnl To-Do List Leveled
Lev
Le
Level Activities
ev Writer's Workspace
Digitall
T2 UNIT 1 WEEK 1 Go Digital! http://connected.mcgraw-hill.com

WEEK 1
DIFFERENTIATE INTEGRATE ASSESS
SMALL GROUP INSTRUCTION Research and Inquiry
Leveled Readers Friend List, T56–57
Text Connections
Compare Friends Helping
Friends, T58
Write About Reading
Write an Analysis, T59
Weekly Assessment
1–12
Mobile Online Research Online

and Writing Assessment
Leveled workstation cards

1
( More
1 Activities
on back
1 1
TEACH AND MANAGE T3

SUGGESTED LESSON PLAN
TESTED SKILLS DAY 1 DAY 2
READING
Build Background Friends Help Friends, T8–T9 Oral Language Friends Help Friends, T26
Oral Vocabulary Words awkward, outrageous, Review Oral Vocabulary Words, T26
Teach, panic, relief, squawked; T10
Listening Comprehension Strategy: Visualize, T11
Interactive Read-Aloud Cards “The New Kid,” T27
Model, Interactive Read-Aloud Cards “The New Kid,” T11 Word Work
and Word Work Phonemic Awareness: Phoneme Categorization, T28
Whole Group
Phonemic Awareness: Phoneme Blending, T12 Phonics/Spelling: Words with Short a, i; T28–T30
Apply Phonics/Spelling: Introduce Short a, i; T12–T14 Structural Analysis: Plural Nouns with -s, -es; T29
High-Frequency Words: ball, blue, both, even, for, High-Frequency Words, T30
help, put, there, why, yellow; T15 Vocabulary Expand Vocabulary, T31
Vocabulary Words in Context: actions, afraid, Comprehension
depend, nervously, peered, perfectly, rescue, secret; • Strategy: Visualize, T32–T33
Reading/Writing Workshop T16–T17 • Skill: Key Details, T34–T35
Close Reading of Complex Text “Little Flap Learns Practice Your Turn 2–7
to Fly,” 22–27
Practice Your Turn 1–2
OPTION Start your Anthology Read
DIFFERENTIATED INSTRUCTION Choose across the week to meet your student’s needs.
Leveled Reader Cat and Dog, T64–T65 Leveled Reader Cat and Dog, T64–T65
TIER
Phonemic Awareness Phoneme Blending, ing, T6

T66
66 2 Phonemic
honem Awareness Phoneme Categorization,
TIER
66 2
T66
Approaching
TIER
Phonics Connect i to /i/ and a to /a/, T68

68 2
TIER
High-Frequency Words Review Words, T71 T71 2

TIER
honics Blend Words with Short a, i; T68
Phonics 68 2
Level Vocabulary Review Words, T71 Comprehension
TIER
2 2
• Identify Key Details, T72
Leveled Reader The Quest, T74–T75 Leveled Reader The Quest, T74–T75
On Level
Small Group
Phonics Build Words with Short a, i; T76 Comprehension Review Key Details, T77
Leveled Reader Class Pets, T78–T79 Leveled Reader Class Pets, T78–T79
Beyond Vocabulary Review Domain-Specific Words, T80 Comprehension Review Key Details, T81
Level
Shared Read “Little Flap Learns to Fly,” T82–T83 Leveled Reader The Quest, T84–T85
Phonemic Awareness Phoneme Blending, T66 Phonemic Awareness Phoneme Categorization, T66
English Phonics Connect i to /i/ and a to /a/, T68 Phonics Blend Words with Short a, i; T68
Language Vocabulary Preteach Vocabulary, T86 Vocabulary Review Vocabulary, T86
Writing Writing Trait: Ideas, T88
Learners
LANGUAGE ARTS Writing Process: Friendly Letter T480–T485

Whole Group
Readers to Writers Readers to Writers

• Writing Trait: Ideas, T22–T23 • Writing Trait: Ideas, T36
Writing • Writing Entry: Prewrite and Draft, T22 • Writing Entry: Revise, T36
Grammar Grammar
Grammar • Sentences, T24 • Questions, T37
• Mechanics: Capitalization and Punctuation, T25 • Mechanics: Capitalization and Punctuation, T37
T4 UNIT 1 WEEK 1
WEEK 1
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS
DAY 3 DAY 4 DAY 5 Review and Assess

READING
Interactive Read-Aloud Cards “The New Kid,” T38 Oral Language Friends Help Friends, T50 Integrate Ideas
Review Oral Vocabulary Words, T38 Word Work • Text Connections, T58
Phonemic Awareness: Phoneme Categorization, T51 • Write About Reading, T59
Comprehension Maintain Skill: Key Details, T39 • Research and Inquiry, T56–57
Phonics/Spelling: Words with Short a, i; T51–T52
Word Work Word Work
Structural Analysis: Plural Nouns with -s, -es; T51
Phonemic Awareness: Phoneme Segmentation, T40 Phonemic Awareness: Phoneme Segmentation, T60
High-Frequency Words, T52
Phonics/Spelling: Words with Short a, i; T40–T41 Phonics/Spelling: Words with Short a, i;
Structural Analysis: Plural Nouns with -s, -es; T41 Fluency Expression, T53
T60–T61
Fluency Expression, T42 Vocabulary Strategy Review: Inflectional Endings, Structural Analysis: Plural Nouns with
T53 -s, -es; T60
Vocabulary Reinforce Vocabulary, T43
Close Reading “Crayons,” 32–33 High-Frequency Words, T61
Genre Fantasy, T44–T45
Integrate Ideas Research and Inquiry, T56–T57 Vocabulary Review Words,
Vocabulary Strategy:
Practice Your Turn 3–5 T61
Inflectional Endings, T46–T47
Practice Your Turn 10
Close Reading Help! A Story
of Friendship, 10–30
Literature
Practice Your Turn 8-9 Anthology
DIFFERENTIATED INSTRUCTION
Leveled Reader Cat and Dog, T64–T65 Leveled Reader Paired Read: “Uncle Max and I,” T65 Leveled Reader Literature Circle, T65
Phonemic Awareness Phoneme Segmentation, T67 Phonemic
honem Awareness Phoneme Categorization, Phonemic Awareness Phoneme Segmentation, T67
TIER
Phonics Build Words with Short a, i; T69 66 2

T66 Phonics Blend Words With Short a, i; T69
Structural
tural A
Analysis Review Plural Nouns with -s, honics Blend Words With Short a, i; T69
Phonics Comprehension Self-Selected Reading, T73
TIER
-es; T700 2 Structural Analysis Reteach Plural Nouns with -s,

prehen
Comprehension -es; T70
TIER
• Review Key Details, T72 Comprehension Read for Fluency, T72 2 2
Leveled Reader The Quest, T74–T75 Leveled Reader Paired Read: “Together,” T75 Leveled Reader Literature Circle, T75
Vocabulary Review Words, T76 Comprehension Self-Selected Reading, T77
Leveled Reader Class Pets, T78–T79 Leveled Reader Paired Read: “What Friends Do,” T79 Leveled Reader Literature Circle, T79
Vocabulary Comprehension
• Inflectional Endings, T81 Gifted and • Self-Selected Reading, T81 Gifted and
• Shades of Meaning, T81 Talented • Independent Study: Friendship, T81 Talented
Leveled Reader The Quest, T84–T85 Leveled Reader Paired Read: “Together,” T85 Leveled Reader Literature Circle, T85
Phonemic Awareness Phoneme Segmentation, T67 Phonemic Awareness Phoneme Categorization, T66 Phonemic Awareness Phoneme Segmentation, T67
Phonics Build Words with Short a, i; T69 Phonics Blend Words With Short a, i; T69 Phonics Blend Words With Short a, i;T69
Structural Analysis Review Plural Nouns with -s, Structural Analysis Reteach Plural Nouns with -s, Spelling Words with Short a, i; T88
-es; T70 -es; T70
Vocabulary Strategy Inflectional Endings, T87 Vocabulary Additional Vocabulary, T87
Grammar Sentences, T89
LANGUAGE ARTS
Readers to Writers Readers to Writers Readers to Writers
• Writing Trait: Ideas, T48 • Writing Trait: Ideas, T54 • Writing Trait: Ideas, T62
• Writing Entry: Prewrite and Draft, T48 • Writing Entry: Revise, T54 • Writing Entry: Share and Reflect, T62
• Sentences, T49 • Sentences, T55 • Sentences, T63
• Mechanics: Capitalization and Punctuation, T49 • Mechanics: Capitalization and Punctuation, T55 • Mechanics: Capitalization and Punctuation, T63
SUGGESTED LESSON PLAN T5

DIFFERENTIATE TO ACCELERATE
Scaffold to Access Complex Text
A C T
IF the text complexity of a particular selection is too
difficult for children
THEN use the Access Complex Text prompts to scaffold

instruction.
What Makes This Text Complex?

Genre Fantasy, T19
Little Flap Learns to Fly

Complex Relationships Characters'
Actions, T47B, T47D
Genre Fantasy, T47B
Connections of Ideas Inferences, T47H
Specific Vocabulary Context Clues, T53B
Help! A Story of Friendship

“Crayons”

SCAFFOLD
IF ELL children need additional Reading/Writing Leveled Reader
support Workshop “Little Flap The Quest, T84–T85
Learns to Fly,” T82–T83 “Together,” T85
THEN scaffold instructions using the
small group suggestions.
Note: Include ELL Students in all groups.

WEEK 1
Monitor and Differentiate Level Up with Leveled Readers
IF you need to differentiate instruction IF children can read their leveled
text fluently and answer
comprehension question
THEN use the Quick Check to assess
children's needs and select the
appropriate small group instruction THEN assign the next level up to
focus. accelerate children reading with
more complex text.
T79
Quick Check
Comprehension Strategy Visualize, T33
Comprehension Skills Key Details, T35
Genre Fantasy, T45
Beyond
Vocabulary Strategy Inflectional Endings, T47
Phonics/Fluency short a, short i, Expression, T41, T53
T75
If No Approaching Level Reteach, p. T64–T73
ELL Develop,
pp. T82–T89
If Yes On Level Review, p. T74–T77
On Level
Beyond Level Extend, p. T78–T83
ing
Approach ELL
T65 T85
T 85
Additional Vocabulary T87 Inflectional Writing Spelling Grammar

details quest Endings T87 Ideas, T88 Words with Sentences, T89
fantasy wondered short a, short i,
T88
DIFFERENTIATE TO ACCELERATE T7
WHOLE GROUP Materialss
DAY 1 depend
action
afraid
a b c
Word-Building © The McGraw-Hill Companies, Inc.
Aa
Visual Vocabulary Cards Think Aloud a
Cards 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM
Clouds
afraid peered Interactive
actions perfectly Read-Aloud apple
Reading/Writing depend rescue Cards ball
Workshop for
ball
nervously secret Sound-
Spelling
Word Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
fpo How do friends depend on each other? Digital
With children, read the Essential Question on page 18 of the Reading/
Writing Workshop. Have children think about friendships they have.
Lead them to discuss how friends depend on one another and how
Reading/Writing
Workshop their actions can demonstrate friendship.
With children, discuss the photo of the friends. Focus on the actions
Friends Help
OBJECTIVES friends take and how friends depend on each other. Friends
Follow agreed-upon ‡ Friends can teach each other what they know.
rules for discussions
(e.g., gaining the ‡ Friends help each other do things. For example, the friends in the
floor in respectful photograph can help each other read the map.
ways, listening to
others with care, ‡ Friends can help us feel better when we are upset. Video
speaking one at a
time about the topics
and texts under
Talk About It
discussion). SL.2.1a Ask: How do friends depend on each other? What actions do friends take
COLLABORATE to help one another? Have children discuss in pairs or groups.
Build background Photos
knowledge.
‡ Model using the Concept Web to talk about how friends depend on
one another and how our actions can show friendship.
ACADEMIC
LANGUAGE
• depend, actions Collaborative Conversations Graphic
• cognates: depender, Organizer
acción Take Turns Talking As children engage in partner, small-group,
and whole-group discussions, encourage them to peered
‡ wait for a person to finish before they speak.
‡ quietly raise their hand when they want to speak.
‡ ask others to share their ideas and opinions. Visual Glossary
T8 UNIT 1 WEEK 1
DAY 1 • WEEK 1
Essential Question
each other?
Go
o Digital!
These friends are helping each other find out

where they are on the map. Their actions help
each other. There are many ways we depend
on our friends.
We depend on our friends to teach
us things.
We need our friends to give us comfort
when we are hurt or upset.
Talk About lt
Talk with a partner about Friends
Lisa Sciascia/Getty Images
how friends depend on Depend on

Each Other
each other. Then write
your ideas on the web.
18 19

018-019_CR14_SI2_U1W1_WO_118866.indd 18 12/19/11
018-019_CR14_SI2_U1W1_WO_118866.indd
3:30 PM 19 12/9/11 1:55 PM
GRAPHIC ORGANIZER 61

SCAFFOLD
Use Visuals Point to the Describe Have children Discuss Ask: What are
two girls. These children describe what the the friends doing? Why do
are friends. Point to the friends are doing. Ask: you think they are looking
map. They are using a Where are the friends? at the map? How can they
map. They help each What are they looking help each other? Restate
other. The friends depend at? How can they help responses in order to
on each other for help. each other use the map? develop children’s oral
Have children repeat Elaborate on children’s language proficiency.
after you. answers.
INTRODUCE THE CONCEPT T9

WHOLE GROUP
DAY 1
Build the Concept
5
Mins
Oral Language
OBJECTIVES ESSENTIAL QUESTION Go
Ask and answer Remind children that this week you’ll be talking and reading about the Digital
questions about COLLABORATE actions of friends and how friends depend on one another.
what a speaker
says to clarify
comprehension,
Oral Vocabulary Words
gather additional Use the Define/Example/Ask routine to introduce the Oral Vocabulary
information, words below. Prompt children to use the words as they discuss
or deepen
friendship. 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM
understanding of a The New Kid

• Develop oral Oral Vocabulary Routine

language.
Define: When something is awkward, it causes problems or is embarrassing.
• Discuss the © The McGraw-Hill Companies, Inc.
Essential Question. Example: Marco isn’t a very good dancer because his moves are awkward.
Visualize
Ask: What makes you feel awkward?
ACADEMIC
Define: When something is outrageous, it is very shocking.
LANGUAGE
visualize, characters, Example: Nancy did an outrageous dive that shocked the rest of the swim team.
events
Ask: Tell about something outrageous that you have seen.
Define: Panic is the sudden bad feeling you get when you are frightened.
Example: My cats panic when the dog next door chases them.
Ask: Do you ever panic? Finish this sentence: Sometimes I panic when .
Define: Relief is being freed from discomfort or pain.

Example: Jason felt relief when the storm was over.
Ask: Have you ever felt relief after finding something you lost? Describe.
Define: Squawked means made loud, harsh sounds.

Example: The large parrot squawked as it flew from a branch in the rain forest.
Ask: If a parrot squawked, would it sound loud or soft?
T10 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Listening
Comprehension
10
Mins
Interactive Read Aloud
Read “The New Kid” What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
Child
ren go other
coun Or al
to sch tryl?
Tell children that you will be

In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
ers. Th ools is tru lea rn
every e all Define
ey lea where aroun :
But sch rn ho are ali d the study To learn
w to ke. Ch someth means
ool is read world unders ing so to
the wo dif fer and wr ildren . tand you wil
rld. Kid en t in som ite. Th learn Examp it. l
s ma ey lea from at sch le: We lea
e wa
reading a fictional story about a

Walki y get ys for rn ma ool. rn ma
ny thin
ng an to sch child th. Ask:
Ho gs
in the d riding ool in ren in tie you w did you
Unite a bus a dif other r sho learn
d Sta are co fer ent wa parts es? how
and fro tes. Bu of to
mmon y.
m sch t in oth wa comm
child ool. La er pla ys to on
ren in ke Tit ces, ch get to Define
schoo :
Un it ica ca ildren commo Something
Seve1 We this pictur in Pe
ru is take l
seen n hap that
ek 1 e live a boat in ma pens oft is
girl who has moved and will go to a

ral of on isla one of ny pla en or
the isla those to Examp is
one isla nds in ces.
nd to nds ha the lak pla ce eye col le: Brown
anoth ve sch e. s. Th or. is a com
child ools. e Ask: mon
ren tak er to The ch What
e the get to ild pets
in you
are som
boat schoo ren take r neighb e commo
ba ck l. At a boat orhood n
home the en
d fro ?
Inc.
again of the m
nies,
. day,
new school. Display the Interactive

the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
Read-Aloud Cards.
ool
the chi ? Is it the do you
get
to sch ldren in the same wa
ool, or pictur y
How
is it diff is it differe e go
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Intens
In
Us theive Vocabu
Use
Intera routine lary Sup
in How por
introductive Rea to Use t
ce the d Aloud the
underli Cards
ned wo to
rds.
Strategy: Visualize 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM
1 Model Explain to children that Interactive Read-Aloud Cards

as they read they should pay attention to the illustrations and the
words the author uses. Doing so will help them make a picture in
their mind of what they read.
Think Aloud You can use the illustrations and the words the
author uses to form a picture in your mind of what is happening in
the story. This will help you understand what you read. Today, as
we read “The New Kid,” use the illustrations and words to help you
picture the characters and what they are doing.
2 Apply As you read, use the Think Aloud Cloud to model the
strategy. Encourage children to visualize the characters and what
happens to them.
Think Aloud Remember, you can use words and illustrations
to visualize, or make a picture in your mind, of the story. At the
beginning of the story, I read about a new girl in town, her parrot,
and her next door neighbor. They were sitting on a porch. The
picture showed me that the girls were actually girl animals! They
look like tigers or jaguars!
ENGLISH LANGUAGE
Make Connections LEARNERS
After reading, have children share what they learned about friends Non-Verbal Cues Remind children
COLLABORATE and how friends depend on each other. Then have them tell what that they can use non-verbal cues
they visualized and how it helped them to understand the story. to share information when they
are not able to do so verbally.
Encourage children to pantomime
or draw.
BUILD THE CONCEPT T11

WHOLE GROUP
Quick Review
DAY 1 Build Fluency: Sound-Spellings:
Word Work Display the Word-Building Cards:

a, i, b, c, d, f, g, h, j, k, ck, l, m, n, p,
q, r, s, t, v, w, x, y, z. Have children
say each sound.
5
Mins
Phonemic Awareness
OBJECTIVE Phoneme Blending Go
Know and apply
1 Model Introduce /a/ and /i/. Tell children they will be blending
Digital
grade-level phonics
and word analysis words with /a/ and /i/. Place markers on the Response Board to
skills in decoding represent sounds. Show children how to orally blend phonemes.
words. RF.2.3 I’m going to put one marker in each box as I say each sound. Then I will
• Blend phonemes.
blend the sounds to form a word. Place a marker for each sound you
• Apply phonics
say: /s/ /a/ /t/. This word has three sounds: /s/ /a/ /t/. Listen as I blend
when decoding these sounds to form a word: /sssaaat/, sat. Repeat with fix. Phonemic
words with short a Awareness
and short i. 2 Guided Practice/Practice Let’s do some together. Using your own
boards, place a marker for each sound you hear. I will say one sound at
a time. Then we will blend the sounds to say the word. Do the first three
with children.
apple
had lip sad
Phonics
man win big
mix can tag
kid hip map
Aa Ii
10
Mins
Phonics a i
apple insect
Introduce Short a /a/ and Sound-Spelling Card
Short i /i/
1 Model Display the Apple Sound-Spelling Card. Teach /a/ spelled
SKILLS TRACE
a using mat. This is the Apple Sound-Spelling Card. The sound is /a/.
Short a and i The /a/ sound is spelled with the letter a. Say it with me: /aaa/. This is
INTRODUCE Unit 1 Week 1 the sound at the beginning of the word apple. Listen: /aaapәl/, apple.
Day 1 Model writing the letter a. Repeat with the Insect Sound-Spelling Card
REVIEW Unit 1 Week 1 and sit for /i/ spelled i.
Day 2, Day 3, Day 4
ASSESS Unit 1
2 Guided Practice/Practice Have children practice connecting the
letter a to the sound /a/ by writing it. Now do it with me. Say /a/ as I
write the letter a. This time, write the letter a five times as you say the /a/
sound. Repeat for /i/, i.
T12 UNIT 1 WEEK 1
DAY 1 • WEEK 1
Blend Words with Short a /a/, i /i/

ENGLISH LANGUAGE
1 Model Display Word-Building Cards t, a, p. Model how to blend LEARNERS
the sounds. This is the letter t. It stands for /t/. This is the letter a. It
stands for /a/. The letter p stands for /p/. Listen as I blend these sounds Phonemic Awareness: Minimal
Contrasts Focus on articulation.
together: /taaap/. Say it with me. Repeat with the word kid. Say /a/. Note your tongue and
Continue by modeling the words rap, sip, bag, and bin. mouth position. Have children
repeat. Use the articulation photos.
2 Guided Practice/Practice Display the Day 1 Phonics Practice Repeat for /i/. Have children repeat
Activity. Read each word in the first row, blending the sounds, for both sounds after you, and notice
any differences. Continue with sap/
example, /sssiiip/. The word is sip. Have children blend each word sip, big/bag, him/ham.
with you. Prompt children to read the connected text, sounding
Phonics In some languages,
out the decodable words. including Cantonese, Vietnamese,
and Khmer, there is no direct
transfer for /a/ as in cat or /i/
cat kid can his big as in kid. Emphasize /a/ and
/i/, demonstrating the correct
map pad lid rib cab mouth position. Practice with the
Approaching Level phonics page.
did fin had tab pass
hip win did rat pan
It is a fat cat.
Max is big like Tim.
Pam can mix in a big pan. Also online
Phonics Practice
ONLEVEL PRACTICE BOOK p. 2
Corrective Feedback Listen to each short vowel sound as you say the words
pan and fit.
Sound Error Model the sound that children missed, then have A. Say the name of each picture. Circle the word that has
the same vowel sound as the picture name. Write the
them repeat the sound. Say: My turn. Tap under the letter and word on the line.
say: Sound? /i/. What’s the sound? Return to the beginning of the
word. Say: Let’s start over. Blend the word with children again. 1. six fun six
2. lot wag wag
The endings -s or -es make nouns mean more than one.

py g
B. Read each word. Write the base word.
3. mats mat 4. bags bag

p
5. kisses kiss 6. fans fan
APPROACHING BEYOND ELL

p. 2 p. 2 p. 2
002_002_CR14_NA_YTT_2_PH_U1W1_118867.indd 2 2/16/12 3:29 PM
WORD WORK T13

WHOLE GROUP
Quick Review
DAY 1 High-Frequency Words: Read, Spell,
Word Work and Write to review the Start Smart

high-frequency words: are, the, you,
to, like, said, and, of, on, some, play,
where, they, this, do, has, me, was,
my, go.
5
Mins
Spelling
OBJECTIVES Words with Short a and Short i Go
Demonstrate
Dictation Use the spelling dictation routine to help children transfer
Digital
command of the
conventions of their growing knowledge of sound-spellings to writing. Follow the
standard English Dictation Routine.
capitalization,
punctuation, and Pretest After dictation, pronounce each spelling word. Read the
spelling when sentence and pronounce the word again. Ask children to say each word
writing. L.2.2 softly, stretching the sounds, before writing it. After the pretest, display
Spelling Word
Generalize learned the spelling words and write each word as you say the letter names. Routine
spelling patterns Have children check their words.
when writing words
(e.g., cage ‡ badge;
they together
boy ‡ boil). L.2.2d has Jim has a pet cat.
how eat
Spell words with

wag See the dog wag its tail.
short a and short i. bad Pam has a bad cut on her leg. High-
six Ben is six today! Frequency
Word Routine
will Will you play with me?
sat Kim sat with me at lunch.
had I had some books in my bag.
fix Dad can fix my bike.
him I like him a lot.
if What can we do if it rains?
can Can you walk the dog?
ENGLISH LANGUAGE hit Joe hit a home run!
LEARNERS
why Why did the cat climb the tree?
Spelling Practice
for What will you have for lunch?
spelling by having
children generate help Please help me put my toys away.
more words with
short a and i. Provide
clues: This is an animal
that says meow. (cat)
Write the word and
have children practice
reading it. Correct
pronunciation as
needed.
T14 UNIT 1 WEEK 1

DAY 1 • WEEK 1
5
Mins
blue, even, yellow, help, put, for, ball,
there, both, why
1 Model Display the High-Frequency Word Cards blue, even, yellow,
help, put, for, ball, there, both, and why. Use the Read/Spell/Write
route to teach each word.
‡ Read Point to and say the word blue. This is the word blue. Say it
with me: blue. The sky is blue.
‡ Spell The word by is spelled b-l-u-e. Spell it with me.
‡ Write Let’s write the word in the air as we say each letter: b-l-u-e.
‡ Follow the same steps to introduce even, yellow, help, put, for,
ball, there, both, and why.
‡ As children spell each word with you, point out the
irregularities in sound/spellings, such as the /ů/ sound in put.
‡ Have partners write sentences using each word.
COLLABORATE
2 Guided Practice Have children read the sentences. Prompt them

to identify the high-frequency words in connected text and to
blend the decodable words.
1. It is in the blue bag.
2. I play even if I am sad. Monitor and
3. Do you like yellow? Differentiate
4. Help him to sit.
5. Put a cap on it.
Quick Check
Q
6. The bib is for Max.
7. I play ball. Can children read and decode
words with short a and i?
8. My hat is there on the mat. Can children recognize and read
9. Both kids like ham. high-frequency words?
10. Why did you go?

If No Approaching Reteach pp. T66-T71
ELL Develop pp. T82-T89
If Yes On Level Review pp. T76-T77
Beyond Level Extend pp. T80-T81
WORD WORK T15

WHOLE GROUP
DAY 1
Vocabulary
5
10
Mins
Words in Context
Model the Routine Visual Vocabulary Cards Go
Introduce each vocabulary word
Digital
Vocabulary
ulary Routine
using the Vocabulary Routine found
Define:
on the Visual Vocabulary Cards.
Example:
e: peered
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: Actions are things someone or something
hi d does. Visual Glossary
Demonstrate
understanding of Example: The girl’s actions helped her team win the soccer game.
word relationships Ask: What actions might help you do well in school?
and nuances in word
meanings. L.2.5 Cognate: acción
Identify real-life
connections between
words and their use
(e.g., describe foods
Definitions
that are spicy or ‡ afraid When you are afraid, you are scared of something.
juicy). L.2.5a
‡ depend When you depend on someone, you need or count
Determine the on them.
meaning of words
and phrases in a text ‡ nervously When I act nervously, I act in a fearful or restless way.
relevant to a grade 2 ‡ peered Peered means looked hard or looked closely at
topic or subject area.
RI.2.4 something.
‡ perfectly When something is perfectly wonderful, it is wonderful
ACADEMIC
in the best possible way.
LANGUAGE ‡ rescue When you rescue something, you save it from danger.
• depend, actions
‡ secret A secret is something that is private or not known by
• cognate: acción
many people.
Talk About It
Have children work with a partner and look at each picture and discuss
COLLABORATE the definition of each word. Then ask children to choose three words
and write questions for their partner to answer.
T16 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Vocabulary
peered The cat peered through the
hole in the barn.
Use the picture and sentence to learn each word. What would you see if you peered
through a window at home?
actions The girl’s actions helped her perfectly The orange is perfectly round.
team win the soccer game. Name something in your house
What actions might help you do that is perfectly square.
well in school?
afraid Our dog is afraid of thunder. rescue We watched the boy rescue
What things are you afraid of? the cat from the tree.
What is another word for rescue?
(t) Ryerson Clark/Getty Images; (tc) PhotoAlto/PunchStock; (bc) altrendo images/Getty Images; (b) Michelle Graham/Getty Images
(t) Erik Isakson/Getty Images; (tc) Image Source/Corbis; (bc) Fuse/Getty Images; (b) Stacy Gold/Getty Images
depend Nick depends on his dad to secret Mandy whispered a secret

help him learn to ride a bike. to me.
What do you depend on your What is special about a secret?
parents for?
L ABOR ATE
CO L
nervously Maya waited nervously for her
Your Turn
swim race to begin.
How would you look if you were Pick three words. Write three questions
acting nervously? for your partner to answer.
Go Digital! Use the online visual glossary
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actions afraid depend nervously
peered perfectly rescue secret
ENGLISH LANGUAGE LEARNERS Use what you know about the words in the sentences to
choose the word that makes sense in each blank. Then
SCAFFOLD write the word on the line.
1. The boy can depend on his friend to help him.

Beginning Intermediate Advanced 2. She peered into the dark room.
3. The man helped rescue people from danger.

Use Visuals Say: Let’s Describe Have children Discuss Ask children
4. The friends sang the song together perfectly .
look at the picture for talk about the picture to talk about why a
5. The girl was not afraid to try something new.
peered. The cat is looking for peered. Ask: Why do person might peer in
6. Do not tell anyone the secret .
through a hole. The you think the cat peered both directions before
Copyright © The McGraw Hill Companies, Inc.
7. The mouse looked around nervously for the cat.

cat is peering. Looked through the hole? Ask crossing a street. Then
8. We watched the soccer players’ quick actions .
is another word for children to turn to a have them share their
peered. Hold up a book partner and describe ideas with the rest of the
in front of your face. why a cat might be class.
Ask: What am I doing looking for something.
now? Elaborate on their
answers. APPROACHING BEYOND ELL
p. 1 p. 1 p. 1
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VOCABULARY T17
WHOLE GROUP
DAY 1
E REA
OS
Comprehension
CL
DIN
G
5
10
Mins
Shared Read
Connect to Concept Go
Friends Help Friends
Digital
Explain to children that “Little Flap Learns to Fly” will show them how
friends depend on one another. They will learn how the actions of his Little Flap was happy living in his nest.
Reading/Writing
His friends, Fluff and Tuff, lived in the
nest next to him. Every morning they sang
friends help Little Flap learn to fly.

songs together. Their parents brought them
worms to eat.
One day Fluff asked, “Can we get our
own worms?”
Workshop Tuff said, “We can if we learn to fly.”

Fluff said, “Yes! Let’s learn to fly.”
After reading each page, have partners discuss what they have learned Essential Question
each other?
Read how Little Flap depends
on his friends.
Tim Beaumont
22 23
OBJECTIVES COLLABORATE about friendship.

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Little Flap
Read with sufficient Learns to Fly
accuracy and Use Vocabulary Words in Context
fluency to support
comprehension.
actions afraid depend nervously
RF.2.4 peered perfectly rescue secret
Read on-level text The highlighted words in the text are the vocabulary words children
with purpose and
have learned. As you read, have them discuss the words’ meanings.
understanding.
RF.2.4a
Identify meanings
Close Reading
of words used in Reread page 23: Tell children that you are going to take a closer look
context.
at pages 22 and 23. Reread the first paragraph together. Lead children
to think about important details as they read. Ask: Where are the birds
ACADEMIC in the story? Discuss with children how the birds are in nests in a tree.
LANGUAGE What details in the story tell you that the birds are friends? Model how to
• details, fantasy
cite evidence to answer the question.
• Cognates: fantasía
I know that the birds are friends because the page says that Little Flap’s
friends, Fluff and Tuff, lived in the nest next to him. It also says that the birds
sang songs together. That’s something friends would do.
Reread the rest of page 23 together. Say: Look at the pictures. What do
you notice about the birds? Are they big or little? Discuss how the birds
must be babies because they cannot fly. Why does Fluff want to learn to
fly? Model how to cite evidence to answer the question.
I read that Fluff wants to get worms on his own. Tuff says they can get
worms on their own if they learn to fly. Fluff wants to learn to fly so that
they can get worms on their own.
T18 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Little Flap was happy living in his nest.

worms to eat.
own worms?”
Tuff said, “We can if we learn to fly.”
Essential Question
each other?
on his friends.
Tim Beaumont
22 23

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Genre
Explain that “Little Flap Learns to Fly” tells a story about a baby
bird who learns to fly. Tell children that his story is fantasy
because it has events that could not really happen. Use the story
to lead children to understand that fantasy is imaginary.
‡ Explain that in fantasy stories, authors can make animals be like
humans. For example, animals may be able to talk or to have
the same feelings as humans.
‡ After children read page 23, ask: What happens on this page that
could not happen in real life? (Birds talk to each other.)
COMPREHENSION T19
WHOLE GROUP
DAY 1
Soon it was time to fly. Little Flap could

no longer keep his feelings a secret. He
asked, “Will I fall? I don’t want to get hurt.”
Little Flap peered over the edge of Tuff said, “You can depend on Fluff and
his nest. It was very high up. When he me. We’re your friends.”
looked down, the ground seemed very far Fluff said, “I have an idea. We will go
away. He felt scared! He was too afraid to first and show you how. Then you can try.
tell his friends about his fear so he kept his If you fall, Tuff and I will rescue you.”
feelings a secret. Tuff said, “Yes, we can save you!” Tuff
Fluff said, “Let’s practice flapping our and Fluff jumped out of the nest. They flew!
wings. It will make them strong. Watch.” Little Flap looked down nervously. He
Tuff and Little Flap watched Fluff. still felt uneasy, but he felt braver with his
Then they copied her actions. friends. “Okay,” he said. “Let’s try!”
Tim Beaumont
24 25

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E REA 11/17/11
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OS
CL
Shared Read
DIN
G
Close Reading Make Connections

Reread pages 24–25: Tell children that you are ESSENTIAL QUESTION
going to take a closer look at these pages. Ask: Have children to go back to the text for evidence
How does Little Flap feel about flying? Point out as they describe how Little Flap depends on his
that Little Flap looks afraid and the story tells us friends.
that he does not want to fall and get hurt.
Ask: How do Little Flap’s friends help him learn to
fly? Model using the text to answer the question.
Fluff and Tuff tell Little Flap to practice flapping
his wings. When it is time to fly, he finally tells his
friends he is afraid he will get hurt. Fluff and Tuff tell
him they will all fly together and they will save him
if he falls.
T20 UNIT 1 WEEK 1

DAY 1 • WEEK 1
All three little birds landed

in a patch of soft, green grass.
Little Flap said, “Now I know I can
always depend on you, Fluff and Tuff!
You are my friends.”
Then he found a big, juicy worm
and shared it with his friends.
Now Little Flap likes flying!
The three birds stood together on the

branch. They counted, “One! Two! Three!” Make Connections
Then they flapped their wings fast and Describe how Little Flap depends
jumped. Little Flap lifted into the air. on his friends. ESSENTIAL QUESTION
“You’re flying just right!” said Fluff. Discuss a time when you depended
on your friends. TEXT TO SELF
“You’re flying perfectly!” said Tuff.
T m Beau
Tim Bea
B mont
Beaumont
ntt
n
on
26 27

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Continue Close Reading Clarify the Meaning Make sure ELLs understand the
Use the following lessons for focused rereadings. words that describe Little Flap’s changing feelings
throughout the book. Read aloud the sentence
‡ Visualize, T32–T33 containing the word happy on page 23. Smile to
‡ Key Details, T34–T35 demonstrate being happy. Have children look at
the illustration of Little Flap and say “happy” as they
‡ Genre and Text Features, T44–T45 point to the illustration of Little Flap. Then have
‡ Inflectional Endings, T46–T47 them complete the sentence frame: When I am happy
I . (smile) Ask: Why is Little Flap happy? Repeat the
procedure with scared on page 24, and uneasy and
braver on page 25.
SHARED READ T21

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Mins
Go
Discuss the Expert Model
1 Explain that writers share their ideas by giving details about one
Digital
thing or event at a time to make the writing clear. An event
‡ can have a problem and solution.
Reading/Writing
Workshop ‡ can have a beginning, a middle, and an end.
Read aloud the expert model from “Little Flap Learns to Fly.” Ask
OBJECTIVES COLLABORATE children to listen to the author’s ideas that help them understand Present the
Write narratives in the event that takes place in the story. Have children talk with a Lesson
which they recount a
well-elaborated event partner to identify this event.
or short sequence
of events, include
details to describe Discuss the Student Model
actions, thoughts,
Remind children that ideas help readers understand the event in the
and feelings, use Writing
temporal words to story. Read aloud the student draft about Lori Lamb. As children follow
signal event order, along, have them focus on the ideas the writer added to her draft to
and provide a sense focus on the event.
of closure. W.2.3
Invite partners to talk about the draft and the words Kelly added to
With guidance and
COLLABORATE help the reader understand the event in the story. Ask them to suggest
support from adults
and peers, focus on a places where Kelly could use other words to describe her ideas.
writing as needed by
revising and editing. WRITING ENTRY: EVENTS
W
W.2.5
ACADEMIC Write a fantasy about friends. In your story, describe an event
LANGUAGE where one friend helps the other. Be sure to focus on one event.
ideas, details, event,
story
2 Draft Guide children to choose an event for their story, make
notes, and write a draft. Remind them to use details that make
their ideas clear.
T22 UNIT 1 WEEK 1

DAY 1 • WEEK 1
Editing Marks
Make a capital letter.
Take out.
Add.
Grammar Check
Writers share their ideas by giving details Kelly wrote a story about animal Sentences
about one thing or event at a time. Reread friends. Read Kelly’s revisions. See page 474.
the passage from “Little Flap Learns to Fly.”
Expert Model Student Model
Ideas
What event
Help from a Friend
does the writer Lori Lamb went to the park
tell about?
How do the with sam Sheep. Lori was on
details make her CO L
L ABOR ATE
ideas clear? the swing. Sam pushed Lori too

Your Turn
high. She sailed into the top of
? Identify the event
a tall tree. Who would save her Kelly describes.
Identify one
Sam was too small. Their friend statement and
one question.
Greg Giraffe was eating leaves Tell how revisions
at a nearby tree. Sam called improved her
saved writing.
for help. Greg got Lori! Go Digital!
Write
W it online
li iin Writer’s Workspace
Tim Beaumont
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SCAFFOLD
Complete Sentences Write Sentences Lead Respond Help children Genre Writing
G
Provide model sentences children to write three to respond to the
Nonfiction Narrative
based on the prompt: sentences based on the prompt. Have them
is a special friend. prompt. Ask: Who is a write about a time For full writing process lessons
This friend . special friend? How did one special friend and rubrics, see:
helped her friend to . the friend help another helped another friend.
After, her friend felt friend? How did that Encourage them to write
‡ Friendly Letter, pages
_____. Have children friend feel after? Provide about the time using T480–T485
complete the sentence sentence frames and specific details. Provide ‡ Personal Narrative, pages
frames using words revise for meaning, as help, as needed.
about friendship. needed. T486–T491
LANGUAGE ARTS T23

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Grammar
Go
OBJECTIVES Sentences Digital
Demonstrate
command of the 1 Explain/Model Explain that a sentence is a group of words that tells a
conventions of complete thought or idea. Explain that all sentences begin with a capital
standard English letter and end with an end mark. Lead children to understand that
grammar and usage
when writing or
sentences that tell about something are called statements. They end with
I see a fish.
speaking. L.2.1 a period.
Demonstrate The dog chased the ball.
Grammar
command of the Steve unwraps his gift.
conventions of
standard English Model identifying the first sentence/statement.
capitalization,
punctuation, and Think Aloud Does this group of words tell a complete thought? (Yes.
spelling when The dog chased the ball.) How does the sentence begin? (with a capital
writing. L.2.2 letter) The sentence tells something. It is a statement. How does it end?
(with a period)
ACADEMIC Repeat with the second sentence.
LANGUAGE
sentence, statement, 2 Guided Practice/Practice Display the groups of words below
punctuation, and read them aloud. Guide children to identify the first group as a
capitalization, period
sentence/statement. Ask: Does it tell a complete thought? Does it begin
with a capital letter? Does it tell something? Does it end with a period?
Randy runs to first base.
Across the field
Talk About It
Use Statements Ask partners to write statements about friends. Have
COLLABORATE one partner tell who or what the statement is about. Have the other
partner tell what happens or happened in the statement.
T24 UNIT 1 WEEK 1

DAY 1 • WEEK 1
GRAMMAR PRACTICE BOOK p. 1

Mechanics: Capitalization and • A sentence is a group of words that tells a complete thought.
Punctuation • Every sentence begins with a capital letter.

• A statement is a sentence that tells something.
• A statement ends with a period.
1 Explain/Model Explain to children that a sentence begins with Max is my friend. He plays with me.
a capital letter and ends with an end mark. Remind them that a Circle the sentence in each row.
statement ends with a period. 1. My friend helps me. Friend helps me.
2. Goes with me to the park.

Guide children to identify the statements in the student model. Point Jake goes with me to the park.
3. Walk to school together. We walk to school together.

out that Kelly used a capital letter at the beginning of each sentence. 4. Kara likes to dance. Kara to dance.
She used a period at the end of each statement. Point out the 5. Showed Kara how to sing. I showed Kara how to sing.
capitalization and punctuation of the question and exclamation in the

6. I sing with my friend. Sing with my friend.
student model.
2 Guided Practice/Practice Display the sentence below and read it
aloud.
Have partners tell what letter should be capitalized. Then have
them tell what punctuation mark is missing at the end to make the
sentence a statement. (a period) 001_005_CR14_NA_GPB_2_U1W1_118662.indd 1 1/10/12 3:25 PM
friends can help
Daily Wrap Up
‡ Review the Essential Question and
encourage children to discuss using
the new concept and oral vocabulary
words. Ask: What friends did we learn
about? How did Little Flap depend on
his friends? How did their actions help
Little Flap?
‡ Prompt children to share what skills
they learned. How might they use
those skills?
LANGUAGE ARTS T25

DAY 2 behavior
behavior
afraid a b c
Word-Building
behavior
behavior
ball Aa
Visual Vocabulary Cards High-Frequency
Cards Word Cards a
afraid peered Interactive

actions perfectly Read-Aloud apple
Reading/Writing depend rescue Cards behavior
behavior
bad
Workshop nervously secret Sound-
Spelling
Spelling Word Cards
Cards
Build the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Recount or describe Remind children that this week you’ll be talking and reading about how Digital
key ideas or details COLLABORATE friends help one another and depend on each other. Remind children of
from a text read Lucy and Jade in the “The New Kid” and of Little Flap and his friends in
aloud or information
“Little Flap Learns to Fly.” Guide children to talk about the question using
presented orally or
through other media. information from what they have read and talked about on Day 1.
SL.2.2
Review Oral Vocabulary 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1
The New Kid

2/7/12 1:58 PM
• Develop oral
Review the oral vocabulary words awkward, horrid, outrageous, panic,
language.
and relief using the Define/Example/Ask routine. Encourage children to
• Discuss the Essential
Question. discuss with friends how they depend upon each other when coming
• Retell story events. up with examples of each word.
Retell
ACADEMIC
LANGUAGE
visualize, retell
T26 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Listening
Comprehension
5
Mins
Reread “The New What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
Kid”
Child
ren go other
coun Or al
to sch tryl?
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
ers. Th ools is tru lea
every e all Define rn
ool is rea world unders ing so to
the wo dif fer d and ildren . tand you wil
rld. Kid ent in write learn Examp it. l
s ma some . They from at sch le: We lea
Walki y get ways learn ool. rn ma
ng an to sch for ch math. Ask: ny thin
d riding ool in ildren Ho gs
in the a dif in oth tie you w did you
Unite a bus feren er pa r sho
es?
learn
d Sta are co t way. rts of how
to
and fro tes. Bu mmon
Tell children you will reread “The

m sch t in oth ways comm
child ool. La er pla to ge Define on
ren in ke Tit ces, ch t to sch :
Un it ica ca ildren ool commo Something
ru is take seen n hap that
ek 1
ral of e live one of a boat in ma pens oft is
the isla on isla those to Examp ny pla en or
is
ren tak er to Th What
get to e child pets are som
New Kid.” Display the Interactive

e the schoo ren tak in you
boat l. At r neighb e commo
ba ck the en e a boat orhood n
home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
Read Aloud Cards. LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
Us theive Vocabu
Use
in How por
Strategy: Visualize
ce the d Aloud the
underli Cards
ned wo to
rds.
Remind children that they can Interactive Read-Aloud Cards

use words and illustrations from the
story to visualize what is happening in the story. This can help them
understand the characters and events. As we reread, The New Kid,” look
for words and details in the illustrations that can help you picture what
is happening in the story. I can use the words a look of panic to help me
imagine what Lucy looks like when Mr. Walker calls on her.
Read aloud “The New Kid.” Pause to model using the strategy. Prompt
children to form pictures in their mind. Guide children to identify
words that can help them visualize the characters and events.
Model Retelling
Pause to retell part of the selection. I can put the information from the
text and illustrations in my own words. Here’s what I’ve read so far. Lucy
was new in town. Jade, Lucy’s neighbor, came over to visit. Jade told Lucy
that they were going to be in the same class.
Explain that when children retell a story, they should tell the ENGLISH LANGUAGE
important details in the beginning, middle, and end in the correct LEARNERS
order.
Retell Guide children to retell
the selection by using a question
Retell the Selection prompt for each card. For example:
After reading, guide children to retell the entire selection. Remind When Jade visits Lucy, why does Lucy
them to tell the important details in the correct order. You may wish feel shy? What does Jade tell Lucy
about school? Provide sentence
to let children use the illustrations on the Interactive Read-Aloud starters for children to complete
Cards to help them retell the selection. orally. Lucy feels shy because .
Jade tells Lucy that .

WHOLE GROUP
Quick Review
DAY 2 Build Fluency: Sound Spellings
Word Work Display the Word-Building Cards

say each sound.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Categorization Go
Know and apply
1 Model Show children how to categorize medial phonemes. I will say
Digital
grade-level phonics
and word analysis three words. Listen for the word that does not belong: tap, fin, rag. The
skills in decoding words tap and rag have the /a/ sound in the middle. The word fin does
words. RF.2.3
not have the /a/ sound. The word fin does not belong.
• Categorize Continue modeling phoneme categorization with the following
phonemes in new word sets for /a/ and /i/.
words. Phonemic
sad/rim/pit did/hat/rig sit/fib/rap Awareness
• Blend and build
words with short a 2 Guided Practice/Practice Have children practice categorizing
and short i.
phonemes. Do the first one with them. I will say three words. Listen
for the words with the same middle sound. Tell me which word does not
ACADEMIC belong and why: win, cap, him. The words win and him have the same apple
LANGUAGE middle sound /i/. The middle sound in cap is /a/, so cap does not belong
blend, build Phonics
in this group.
Have children repeat with the following words:
hip/man/kid can/lab/sit pad/rib/mix dip/sag/fan I the jar.
fill fills filling
Aa Ii Structural
5
Mins
Phonics a i
Analysis
apple insect
Review Short a /a/ and Sound-Spelling Card
Short i /i/
1 Model Display the Insect Sound-Spelling Card. Review the sound
/i/ spelled i using the words pin and fix. Display the Apple Sound-
Spelling Card. Review the sound /a/ spelled a using the words fan
and pat. Review connecting the letters a and i to their sounds.
letter and sound. Point to the Sound-Spelling Card. What is this letter?
What sound does it stand for?
T28 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Blend Words with Short a /a/

ENGLISH LANGUAGE
and Short i /i/ LEARNERS
1 Model Display Word-Building Cards t, i, n to form the word tin. Phonics: Build Vocabulary
Model how to generate and blend the sounds to say the word. This Review the meanings of example
is the letter t. It stands for /t/. This is the letter i. It stands for /i/. This is words that can be explained or
the letter n. It stands for /n/. Listen as I blend these sounds together: demonstrated in a concrete way.
For example, hold up a bag and
/tiiinnn/. Say it with me: tin. say, This is a bag. Then pick up a
‡ Continue by modeling the words pat, dip, rag, and fit. second bag and say, These are two
bags. Have children repeat after
2 Guided Practice/Practice Repeat the routine with children with you. Repeat this exercise with
tap, fix, mat, bit, had, fig, sap, tan, bat, lit, gill, ban, rat, mitt, fat, sag, other example words, prompting
children to fill in the noun and
hat. plural noun.
Build Words with Short a /a/ and

Short i /i/
1 Model Display the Word-Building Cards f, i, t. Blend: /f/ /i/ /t/
/fffiiit/, fit.
‡ Replace f with h and repeat with hat.
‡ Change a to i and repeat with hit.
2 Guided Practice/Practice Continue with hip, sip, sap, tap, tan,
pan, pin, bin, ban, man, map, lap. Guide children to build and blend
each word.
5
Mins
Structural Analysis ONLEVEL PRACTICE BOOK p. 2
Listen to each short vowel sound as you say the words
pan and fit.
Plural Nouns with -s, -es A. Say the name of each picture. Circle the word that has
the same vowel sound as the picture name. Write the
word on the line.
1 Model Write and read aloud cat, cats and kid, kids. Underline the
s in both words. This is the ending -s. When -s is added to a noun,
six
it means there is more than one of that thing. It can sound like /s/ in 1. six fun
cats or /z/ in kids. Write fix and fixes. This is the ending -es. It also
2. lot wag wag
means more than one thing. Point out that the ending -es is added
The endings -s or -es make nouns mean more than one.
to nouns that end with s, x, ch, sh. Provide example sentences with
py g
cats, kids, and fixes. B. Read each word. Write the base word.
3. mats mat 4. bags bag
2 Guided Practice/Practice Make two columns on the board with

p
5. kisses kiss 6. fans fan
the headings -s and -es. Under -s write: bag, map, bin. Under -es
write: pass, kiss. Have children add the ending to each word and
use it in a sentence.
p. 2 p. 2 p. 2
WORD WORK T29

WHOLE GROUP
Quick Review
Word Work and Write to review this week’s

high-frequency words: blue, even,
yellow, help, put, for, ball, there,
both, why.
5
Mins
Spelling
OBJECTIVES Word Sort with Short a and Short i Go
Demonstrate
1 Model Display the following Spelling Word Cards, one at a time.
Digital
command of the
conventions of Have children read each word, listening for the short /a/ or /i/ sound.
standard English
Use cards for wag and fix to make a two-column chart. Say each
capitalization, er ir or ur
punctuation, and word, emphasizing the vowel sound. Say each word and ask children her
spelling when to chorally spell each word.
girl curb her word
writing. L.2.2
2 Guided Practice/Practice Have children place each Spelling Word Spelling Word
Generalize learned
spelling patterns Card in the column that matches the vowel sound in that word. Sort
when writing words When completed, have children chorally read the words in each
column. Then call out a word. Have a child find the word card and they together
boy ‡ boil). L.2.2d
point to it as the class chorally spells the word. how eat
Determine or
clarify the meaning 3 Build Fluency: Word Automaticity Have children chorally read
of unknown and High-
words to build fluency, then conclude by asking children to generate Frequency
multiple-meaning
words and phrases
additional words with /a/ or /i/. List them in the correct columns. Word Routine
based on grade 2
reading and content, peered
choosing flexibly
from an array of 5
Mins
strategies. L.2.4
Use a known root Visual
word as a clue to blue, even, yellow, help, put, for, ball, Glossary
the meaning of
an unknown word there, both, why
with the same
1 Guided Practice Say each word and have children Read/Spell/Write
root (e.g., addition,
additional). L.2.4c it. Ask children to picture the word, and write it the way they see it.
Display the answers for children to self-correct.
2 Practice Add the High-Frequency words blue, even, yellow, help, put,
for, ball, there, both, why to the cumulative word bank.
‡ Have partners create sentences using the words.
COLLABORATE
Cumulative Review Review the Start Smart high-frequency words

using the Read/Spell/Write routine.
Repeat the above routine, mixing the words and having children say
each one.
T30 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Vocabulary
ENGLISH LANGUAGE
LEARNERS
More Practice Practice spelling
by helping children generate more
5
Mins
Expand Vocabulary words with short a and short i.
Provide clues: I do this to something
that is broken. It rhymes with mix.
Write the word (fix) and have
Have children use the Visual Vocabulary Cards to review this week’s children practice reading it. Correct
vocabulary words: nervously, peered, afraid, rescue, perfectly, secret, their pronunciation, if needed.
depend, actions.
1 Explain Explain to children that words have different forms. Help
children generate different forms of this week’s words by adding
inflectional ending -s. Review that -s is added to a noun to mean
“more than one.”
2 Model Model how to write the word secret, then add -s to write
secrets. Read aloud the words with children. Point out how the
ending -s changes the meaning of secret to mean more than
one secret. Have children share aloud sentences using secret
and secrets.
3 Guided Practice Have children work in pairs to write the singular
form of the word actions. Then have children share sentences
using the words actions and action.
Monitor and
Differentiate
Quick Check
Q
Can children read and decode
words with short a and short i?
Can children recognize and read
high-frequency words?

WORD WORK/VOCABULARY T31

WHOLE GROUP
DAY 2 OS
E REA
Comprehension Strategy
CL
DIN
G
5
Mins
Visualize
1 Explain
Go
Explain to children that they can use the words of the story and
Digital
the illustrations to help them form pictures in their mind of
the important details in the story. This can help them to better
understand what they are reading.
Little Flap was happy living in his nest.
Reading/Writing nest next to him. Every morning they sang

worms to eat.
own worms?”
Workshop
‡ Children should look for words that describe characters, places, Essential Question
each other?
on his friends.
and what is happening. They can use these words to form
Tim Beaumont
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OBJECTIVES
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Use information
pictures in their mind of the story. Little Flap
Learns to Fly
gained from the ‡ Children can also use the illustrations in the story to visualize the
illustrations and characters and what the characters are doing or feeling.
words in a print Little Flap was happy living in his nest.
Point out that visualizing will also help children remember

worms to eat.
or digital text
own worms?”
to demonstrate important details about the story. Essential Question

each other?
understanding of
on his friends.
Tim Beaumont
22 23
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characters, setting, Present the

or plot. RL.2.7 2 Model Close Reading Lesson
Read with sufficient Model how visualizing Little Flap’s nest and its distance from the
accuracy and ground can help children understand how Little Flap feels about
fluency to support flying. Reread the first paragraph on page 24 of “Little Flap Learns to
comprehension.
RF.2.4
Fly.” Have children identify words or phrases that help them visualize
how far the nest is from the ground. Then have them tell how the
Read on-level text
with purpose and
picture helps them imagine how Little Flap feels.
understanding.
RF.2.4a 3 Guided Practice of Close Reading
Have children work in pairs to visualize where the birds landed. Lead
ACADEMIC COLLABORATE them to discuss what words helped them to visualize where the
LANGUAGE birds landed.
visualize
T32 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Visualize
When you visualize, you form pictures in your
mind about the characters, setting, and events
in the story.
ONLEVEL PRACTICE BOOK pp. 34
Find Text Evidence Read the passage. Use the visualize strategy to picture
After reading page 23 of “Little Flap Learns to Fly,” in your mind what is happening in the story.
I know that Little Flap is thinking about flying. On

A Bicycle Built for Two
page 24 what words does the author use to help
It was a beautiful fall day. The sun was shining. The
readers visualize the nest? leaves were red and gold and orange. Squirrel wanted to
go for a bike ride, but his bike was broken.
“I can’t fix this by myself,” thought Squirrel. “I will
page 25 need some help.”
I read that the nest Squirrel went to see Fox. “Will you help me fix my
bike?” Squirrel asked.
was very high up
“I’d like to help, but I am too busy cooking soup,”
and the ground said Fox.
seemed far away. So Squirrel continued on. He saw Bear and asked
for help.
From this, I can “I’m too busy right now washing clothes. Maybe I can

Soon it was time to fly. Little Flap could visualize the nest. help next week,” Bear said.
no longer keep his feelings a secret. He
asked, “Will I fall? I don’t want to get hurt.”
L ABOR ATE
CO L
Your Turn
Reread page 27. What words help
you visualize where the birds landed? pp. 3–4 pp. 3–4 pp. 3–4
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28
READING/WRITING WORKSHOP, p. 28
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Monitor and
SCAFFOLD Differentiate
Help children reread Have children reread Have children reread Quick Check
Q
page 25 of “Little Flap.” page 25 of “Little Flap.” page 25 of “Little Flap.”
Point out phrases children Ask: What does Fluff say Elicit from children Do children use story words to
can use to visualize and to Little Flap to help him why Fluff and Tuff’s help them visualize events? Can
act out the story: “We can feel better about flying? friendship is important they describe what they visualize?
all fly together,” “Yes, we (Fluff says that they will to Little Flap. Ask: How
can save you,” “Let’s try.” show Little Flap how to do your friends help you
Act out key words such as fly and rescue him if he when you are afraid?
fly together, save you, try. falls) What does Tuff say? How do Little Flap’s Small Group Instruction
Explain that these words (“Yes, we will save you!”) friends help him not to be
can help us understand Pretend you are Little afraid? Restate children’s
why Little Flap does not Flap. How do you feel responses in order If No Approaching Reteach pp. T64-T65
feel afraid to fly. Ask: Do when your friends help to develop their oral ELL Develop pp. T82-T83
Little Flap’s friends want to you? Remind children to language proficiency. If Yes On Level Review pp. T74-T75
help him? Elaborate on visualize what they read. Remind children to
children’s responses. visualize what they read.
COMPREHENSION STRATEGY T33

WHOLE GROUP
DAY 2 OS
E REA
Comprehension Skill
CL
DIN
G
5
Mins
Key Details
1 Explain
Go
Explain to children that in a fictional story, key details are details that
Digital
give important information about characters, settings, and events.
‡ To decide if a detail is a key detail ask: Does this detail help me Little Flap was happy living in his nest.
Reading/Writing understand what a character is doing? Does this detail give me

worms to eat.
own worms?”
Workshop
important information about what is happening? Does this Essential Question

each other?
on his friends.
detail help me picture or understand characters or events?
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OBJECTIVES
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Little Flap
Ask and answer ‡ Key details can be found in both the text and the illustrations. Learns to Fly
such questions as The illustrations can provide details that are not found in the
who, what, where, text. Illustrations can also help children understand details that
when, why, and how Little Flap was happy living in his nest.
are in the text.

worms to eat.
to demonstrate
own worms?”
understanding Essential Question

2 Model Close Reading

each other?
of key details in a
on his friends.
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22 23
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text. RL.2.1 Present the

Model finding key details in the illustration on page 24 of “Little
Use information Lesson
Flap.” As they read, tell children to visualize how Little Flap and his
gained from the
illustrations and
friends feel about flying. Remind them that details can be found in
words in a print the illustrations as well as the text. Detail Detail Detail
or digital text Write About Reading: Key Details Model for children how to
to demonstrate
write sentences that describe or explain key details in the story. For
characters, setting, example: I can see in the picture that Little Flap is looking nervously at Graphic
or plot. RL.2.7 the ground. That tells me that he is nervous about flying. Organizer
3 Guided Practice of Close Reading

ACADEMIC
LANGUAGE Remind children to complete the graphic organizer for “Little Flap
key details COLLABORATE Learns to Fly.” Tell them to look for important details on each page
of the selection. Discuss each page and illustration as children

complete the graphic organizer. You may wish to have children work
SKILLS TRACE with partners.
Key Details Write About Reading: Key Details Ask pairs to work together to
INTRODUCE Unit 1 Week 1 write a few sentences about key details in the story. Remind children
REVIEW Unit 1 Week 2;
that key details are ones that help them understand the subject of
Unit 2 Weeks 1, 2, 5; Unit 4 the story, which is about Little Flap learning to fly. Select pairs of
Week 5 children to share their sentences with the class.
ASSESS Units 1, 2
T34 UNIT 1 WEEK 1

DAY 2 • WEEK 1
Key Details
You can learn important information in a story
by looking for key details in the illustrations. ONLEVEL PRACTICE BOOK p. 5
Find Text Evidence A. Reread the passage and answer the questions.
1. Why is Fox too busy to help Squirrel fix his bike?

As I read page 24 of “Little Flap Learns to Fly,” I
can look at the illustrations to find key details Fox is busy cooking soup.
about the characters and events.

2. Why is Bear too busy to help Squirrel fix his bike?
Detail Detail Detail

Bear is busy washing clothes.
Little Flap looks

nervous about 3. Why are Squirrel and Rabbit both able to ride the bike?
flying.
It is a bicycle built for two.
B. Work with a partner. Read the passage aloud. Pay

attention to expression. Stop after one minute. Fill out
the chart.
L ABOR ATE
CO L
Your Turn
Number of Words Correct
Words Read – =
Errors Score
First Read – =
Second Read – =
Continue reading the story. Does Little
Flap learn to fly? List the key details in your APPROACHING BEYOND ELL
graphic organizer. p. 5 p. 5 p. 5
Go Digital!
Use the
U th iinteractive
t graphic organizer
29
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Monitor and
Differentiate
ENGLISH LANGUAGE LEARNERS Quick Check

Q
SCAFFOLD
As children complete the graphic
Beginning Intermediate Advanced organizer, do they identify
Model finding key details Direct children’s Have children describe
important details? Do they find
in the illustration on attention to the what this selection is these key details in both the
page 26 of “Little Flap.” illustration on page 26. about. Then have them illustrations and the text?
Direct children to look at Ask: What is Little Flap describe the key details
the illustration and ask: doing? Who is with Little in the illustration on
Is Little Flap flying? Are his Flap? How does Little page 26. Ask: Why do you
friends with him? Do they Flap look in the picture? think Little Flap decided Small Group Instruction
seem to be making him Little Flap is flying to try to fly? Do you think
feel better about flying? because . Repeat he is still afraid? Explain
Does Little Flap look children’s responses, why or why not. Elicit If No Approaching Reteach pp. T72-T73
happy? Allow children correcting grammar more details to support ELL Develop pp. T82-T85
ample time to respond as needed. Remind children’s answers. If Yes On Level Review pp. T76-T77
using this sentence children to look for key
frame: Little Flap is . details as they read.
COMPREHENSION SKILL T35

WHOLE GROUP
DAY 2
Language Arts
5
Mins
OBJECTIVES 1 Explain Writers share their ideas by giving details about one thing Go
With guidance and or event at a time. Writers revise their writing by adding details that Digital
support from adults help the reader visualize what is happening in the story.
topic and strengthen 2 Model Read aloud the model from Your Turn, page 7. Then think g
writing as needed aloud to model revising to add details that describe the event.
Expert Model
Wow! There are so many

different dogs at the shelter.
by revising and There are big and little dogs. Some
editing. W.2.5 Ronnie and Kevin went on a picnic. When the friends got there, they have soft fur and some have wiry
hair. Dad and I walked to one
dog’s cage.
arranged all the food on a blanket. Then it started to rain quite hard.
Demonstrate
command of the The two friends quickly put everything back into the basket. Then Writing Model
conventions of they hurried home.
standard English
capitalization, Think Aloud I would like to know more details about Ronnie and
punctuation, and Kevin’s picnic. Where did they have their picnic? What did they
spelling when eat? How did they get home in the rain? I can begin by revising the
writing. L.2.2
beginning to say: Ronnie and Kevin went on a picnic at Lookout Hill. Writing
They hiked up a rocky trail to get there.
Conferencing Routines 3 Guided Practice Invite partners to continue adding and replacing
words in the draft to make the writing more clearly focus on the I see a fish.
Teacher Conference
STEP 1 Talk about the
event. Use the prompts on Your Turn page 7 as a guide.
strengths of the writing. Grammar
STEP 2 Focus on the

target trait.
W
STEP 3 Make concrete 1 Revise Have children review their writing from Day 1. Ask
suggestions for them to revise their responses by adding words that better
revisions. describe the event they are focusing on.
Peer Conferences Use the Conferencing Routines to help children revise. Circulate
Provide these questions among children and stop briefly to talk with individuals.
to guide peers as they Provide opportunities for partners to work together using the
review a partner’s draft.
Peer Conferences routine.
✓ Is the writing
clear and easy to 2 Edit Ask children to review the rules on Grammar Handbook
understand? page 474 and check that each sentence tells a complete
✓ What words create a thought. Have children check for correct capitalization and
picture in your mind? punctuation of the sentences, and errors in grammar and
✓ What details could spelling.
be added?
T36 UNIT 1 WEEK 1

DAY 2 • WEEK 1

5
Mins
Grammar A. Read the draft model. Use the questions that follow
the draft to help you add details that describe the event.
Draft Model
Questions Ronnie and Kevin went on a picnic. When the friends got
there, they set out all the food on a blanket. Then it started to
rain quite hard. The two friends quickly put everything back into
the basket. They went home.
1 Review Remind children that a sentence is a group of words that 1. Where did the two friends go on their picnic?
tells a complete thought. All sentences begin with a capital letter 2. What did they pack for their picnic?
and end with an end mark. A sentence that tells about something 3. How did the friends get home?
is a statement. It ends with a period. Read the following sentence B. Now revise the draft by adding details that clearly
describe what happened at the picnic.
aloud and guide children to identify that it is a statement.

Answers will vary but should include descriptive details that focus on
The jet flew to Miami. the picnic.
Explain to children that a question is a sentence that asks

something. It begins with a capital letter, and it ends with a
question mark. Read the following sentence aloud and guide
children to identify that it is a question.
Where did the jet fly? p. 7 p. 7 p. 7
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2 Guided Practice/Practice Display the following sentences and

read them aloud.
The children play in the park.
Do the children play in the park?
Point out that each group of words is a sentence. Each begins
with a capital letter and ends with an end mark. Tell them that the
first sentence is a statement because it tells about something. It
ends with a period. Explain that the second sentence is a question
because it asks about something. It ends with a question mark.
Write two statements and two questions without the correct
capitalization and end marks on the board. Have children tell
where to add the correct capitalization and end marks.
Mechanics: Capitalization
and Punctuation
1 Review Remind children that all sentences begin with a
capital letter. Review that statements end with a period
and questions end with a question mark. Daily Wrap Up
2 Practice Write the following sentences on the board. ‡ Discuss the Essential Question and
Invite volunteers to add a period at the end of the encourage children to use the oral
statement and a question mark at the end of the vocabulary words.
question. Have them capitalize the beginning of each ‡ Prompt children to review and discuss
sentence. the skills they used today. How do
what games do you play i play tag those skills help them?
LANGUAGE ARTS T37

WHOLE GROUP Materials
DAY 3 behavior
behavior
afraid
Word-Building
a b c behavior
behavior
ball

Cards Word Cards
afraid peered
actions perfectly
Reading/Writing depend rescue behavior
behavior
bad
Workshop nervously secret
Literature Anthology 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM

Spelling Word
“Help! A Story of Cards
Interactive Read-
Friendship” Aloud Cards
Build the Concept

5
Mins
Go
ESSENTIAL QUESTION
OBJECTIVES
Ask and answer Remind children that this week they are talking and reading about Digital
questions such as how friends depend on each other. Remind them of Lucy and Jade in
who, what, where, “The New Kid,” and of Little Flap and his friends in “Little Flap Learns
when, why, and how to Fly.” Guide children to discuss the question using information from
to demonstrate
understanding
what they have read and discussed throughout the week.
of key details in a
text. RL.2.1 Review Oral Vocabulary The New Kid
Use information Review the oral vocabulary words awkward, horrid, outrageous, panic,
gained from the
illustrations and
and relief using the Define/Example/Ask routine. Encourage children Little Flap was happy living in his nest.
worms to eat.
to discuss how friends support one another when coming up with

own worms?”
words in a print
or digital text examples for each word. Essential Question

each other?
on his friends.
Tim Beaumont
22 23
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9:36 AM 23 11/17/11 9:36 AM
understanding of Little Flap

characters, setting, Reread “The New Kid” Learns to Fly
or plot. RL.2.7 Tell children that you will What
is it lik
e to go
Intera
ct ive
to sc Read
hool
Child in an
other Aloud
ren go coun
to sch tryl? Or al
reread “The New Kid.” Pause as

In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every e all Define
• Develop oral w to ke. Ch someth means

e wa
you read to model visualizing

ny thin
Ho gs
fer ent wa parts
language
d Sta are co es? how
mmon y.
schoo :
ru is take l
seen n hap that
the characters and events in

e
• Discuss the essential

child er to ools. Ask: mon
ren tak get to The ch pets
What
are som
e the schoo ild ren in you
boat l. At take r neighb e commo
ba ck the en a boat orhood n
home d fro ?
Inc.
again of the m
nies,
. day,
the story. Prompt children

the
-Hill Compa
question
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
to identify and describe the

ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
characters, the setting, and the

Use theive Vocabu
Us
in How por
ce the d Aloud the
underli Cards
ACADEMIC
ned wo to
rds.
LANGUAGE events that make up the plot. 001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM
visualize, key details Interactive Read-Aloud Cards

Write About Reading
Have children write about details and events that show how Lucy and
Jade are friends and how Lucy depends upon Jade.
T38 UNIT 1 WEEK 1

DAY 3 • WEEK 1
Comprehension
ENGLISH LANGUAGE
vie LEARNERS
Re w
5
Mins
Key Details Use Visuals Have children use
the illustrations on pages 26–27 to
help them identify the key details
1 Explain Remind children that they are learning how to find key on the pages. Ask children to
details in a story. Use the Shared Read, “Little Flap Learns to Fly,” to describe what is happening and
review the skill. how Little Flap feels in the pictures.
Review the definition of key details.

‡ Key details are the important pieces of information that help
readers to understand a story.
‡ Readers can find key details in the text and illustrations.
2 Model Display pages 22 and 23 of “Little Flap Learns to Fly.” As I
read the text and look at the illustrations on pages 22 and 23, I look
for key details that give me important information about the story.
I read that Little Flap is happy living in his nest. When I look at the
picture I see that he looks happy. I also read that his friends Fluff and
Tuff live next to him and that they want to learn to fly. These are all
important details that help me to understand the story.
3 Guided Practice Reread pages 24–27 of “Little Flap Learns to Fly”
with children. Pause as you read to model identifying key details
in the text and illustrations that help you understand the story.
Prompt children to identify key details as well.
‡ Help children to see that Little Flap’s feelings change on
page 24. He feels scared. This is a key detail because it is
important to know Little Flap’s feelings in order to understand
the story. Ask: How do you know that Little Flap is scared?
‡ Prompt children to note other key details on pages 24–25 that
help them understand how Little Flap feels about flying. Ask:
Why is Little Flap scared? How do Fluff and Tuff help him? How
does Little Flap feel after Fluff and Tuff offer to help him?
‡ Encourage children to identify key details on pages 26–27 that
help them understand if Little Flap learns to fly and how he
feels about flying at the end of the story.

WHOLE GROUP
Quick Review
DAY 3 Build Fluency: Sound Spellings: Display the
Word Work Word-Building Cards: a, i, b, c, d, f, g, h, j,

k, ck, l, m, n, p, q, r, s, t, v, w, x, y, z. Have
children say each sound. For fluency in
connected text, see the Decodable Reader
lesson in Small Group.
5
Mins
Phonemic Awareness
Know and apply
1 Model I’m going to say a word, then I will say it sound by sound. The
Digital
grade-level phonics
and word analysis word is pan. Listen as I stretch the sounds: /paaannn/. Now I will say the
skills in decoding sounds in pan one at a time. Place a counter on the Response Board
words. RF.2.3
under each sound you say. /p/ (place a counter in the first box) /aaa/
Demonstrate (place a counter in the second box) /nnn/ (place a counter in the
command of the
third box). How many sounds do you hear in the word pan? The word
conventions of
standard English pan has three sounds: /p/ /a/ /n/. Phonemic
Awareness
capitalization,
punctuation, and
2 Guided Practice/Practice Let’s do some together. Model
spelling when segmenting using the appropriate signaling procedures. Do the first
writing. L.2.2 three with children: fit /fff/ /iii/ /t/; tag /t/ /aaa/ /g/; lip /lll/ /iii/ /p/ lip.
c a t
Generalize learned map /m/ /a/ /p/ pad /p/ /a/ /d/ him /h/ /i/ /m/
spelling patterns
when writing words fix /f/ /i/ /ks/ rap /r/ /a/ /p/ big /b/ /i/ /g/ Phonics
(e.g., cage ‡ badge; rim /r/ /i/ /m/ van /v/ /a/ /n/ bib /b/ /i/ /b/
• Segment words into

I the jar.
phonemes.
• Identify letter-sound
5
Mins
Phonics fill
Structural
fills filling
correspondence
Analysis
/a/ spelled a, /i/
spelled i. Blend Words with Short a and Short i
• Decode words with 1 Model Display the Word-Building Cards t, i, p. Model how to blend er ir or ur
short a and short i. her
the sounds. Say: Let’s blend this word together: /t/ /i/ /p/. This is the
• Identify and read
letter t. It stands for the sound /t/. This is the letter i. It stands for /i/. This girl curb her word
plural nouns with
-s, -es. is the letter p. It stands for /p/. Let’s blend the sounds together: /tiiip/. The Spelling Word
word is tip. Sort
ACADEMIC
Continue by modeling the words tan, will, ham, rim, and lap.
LANGUAGE
blend, ending
2 Guided Practice/Practice Repeat the routine with mix, lab, bit, dad,
rib, ran, bin, dip, map, can.
T40 UNIT 1 WEEK 1

DAY 3 • WEEK 1
PHONICS/SPELLING PRACTICE BOOK p. 3

5
Mins
Structural Analysis has
sat
wag
had
bad
fix
six
him
will
if
Plural Nouns with -s, -es A. Word Sort

Look at the spelling words in the box. Match each word
to a vowel sound. Write the words on the lines.
1 Model Say the words hat and hats. Ask children to listen closely Short a
has
Short i
six
1. 6.
to hear what is different. Point out the /s/ sound at the end of hats. 2. wag 7. will
Repeat with pin and pins, having children listen for the /z/ sound, 3. bad 8. fix
and gas and gasses, having children listen for the /es/ sound. 4. sat 9. him
5. had 10. if
‡ Write the words hat and hats. Underline the letter -s at the end

B. Rhyme Time
of hats. Tell children that the letter -s at the end of hats means Write the spelling words that rhyme with each of these words.
fix six
11. mix
there is more than one hat. Repeat with pins and gasses. 12. mad bad had
13. bag wag
2 Practice/Apply Help children blend the words bus, lid, pan, lip, 14. hill will
mat, kid, map, miss, and can. Point out the /s/ and /z/ sounds for -s, 15. rim him
and the /es/ or /ez/ sounds for -es.

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5
Mins
Spelling
Short a and Short i Word Sort
1 Model Place letter cards for a and i in two columns in a pocket
chart. Say the sounds with children.
Hold up the six Spelling Word Card. Say and spell it. Pronounce
each sound clearly: /s/ /i/ /ks/. Blend the sounds, stretching the
vowel sound to emphasize it: /siiiks/, six. Repeat this step with will. Monitor and
Place both words below the i card. Read and spell each spelling Differentiate
word together with children. Have children read each word. What
do you notice about these spelling words? They both have the /i/
sound. The /i/ sound is spelled i. Quick Check
Q
2 Guided Practice/Practice Have children practice spelling Can children blend words with
each word. short a and short i?
Display the words why, for, and help in a separate column. Read
and spell the words together with children. Point out that these
spelling words do not contain the /i/ or /a/ sounds. Small Group Instruction
Conclude by asking children to orally generate additional words
with short a and short i. Write the additional words on the board. If No Approaching Reteach pp. T66-T71
Underline the common spelling patterns in the additional words. ELL Develop pp. T82-T89
If necessary, point out the differences and explain why they are If Yes On Level Review pp. T76-T77
unusual. Beyond Level Extend pp. T80-T81
WORD WORK T41

WHOLE GROUP
Quick Review
Fluency and Write to review this week’s

high-frequency words: ball, blue,
both, even, for, help, put, there,
why, yellow.
5
Mins
Expression
OBJECTIVES 1 Explain Explain to children that reading with expression means Go
Determine or changing the tone of your voice to show different emotions, such as Digital
clarify the meaning sadness, happiness, fear, anger, and excitement. For instance, when
of unknown and they read something exciting, they should read in a way that
multiple-meaning
a person’s voice sounds when they are excited.
words and phrases Could you make a buzz as long
as a bee’s?
A bee can go “buzz” for one,
based on grade 2 2 Model Model prosody by reading pages 23–24 of the Shared Read, two, three!
One, two, three, I buzz again!
reading and content, I could make a buzz for one,
choosing flexibly
“Little Flap Learns to Fly.” Point out how you pause for punctuation, two, three!
from an array of raise your voice at the end of questions, show excitement when Fluency
strategies. L.2.4 you read an exclamation, and express emotion when Little Flap is
Use sentence-level worried. Model reading at an appropriate rate and with accuracy. peered
context as a clue to
the meaning of a 3 Guided Practice Have children read the text on page 25 aloud to
word or phrase. a partner. Make sure they pay attention to using good expression.
L.2.4a Offer corrective feedback as necessary. Visual
Read with sufficient Glossary
accuracy and
fluency to support
Fluency Practice
comprehension. Children can practice fluency using Practice Book passages.
RF.2.4
Read on-level text
appropriate rate,
and expression on
successive readings.
RF.2.4b
• Practice fluency.
• Use vocabulary
words in context.
T42 UNIT 1 WEEK 1

DAY 3 • WEEK 1
Vocabulary
5
Mins
Reinforce Vocabulary
1 Guided Practice Use the Visual Vocabulary Cards to review this
week’s vocabulary words actions, afraid, depend, nervously, peered,
perfectly, secret. Work together with children to generate a new
context sentence for each word.
2 Practice Have children work with a partner to complete each
sentence stem orally using this week’s vocabulary words.
1. The boy had to his cat from the barking dog. (rescue)
2. Don’t tell anyone my ! (secret)
3. Seth waited to find out if he won the prize. (nervously)
4. I am of high places. (afraid)
5. Dan finished his spelling test with no wrong words.
(perfectly)
6. Our cat down at us from the tree. (peered)
7. The dog watches my to see where I will throw the ball
next. (actions)
8. I on my friends to help me. (depend)
FLUENCY/VOCABULARY T43
WHOLE GROUP
DAY 3 OS
E REA
Genre: Literature
CL
DIN
G
5
Mins
Fantasy
1 Explain
Go
Share with students the following key characteristics of a fantasy
Digital
story.
‡ A fantasy story is a made-up story. Little Flap was happy living in his nest.
Reading/Writing songs together. Their parents brought them

worms to eat.
Fantasy has characters and events that could not be in real life.
own worms?”
‡ Tuff said, “We can if we learn to fly.”
Workshop Fluff said, “Yes! Let’s learn to fly.”
For example, a fantasy can have animals that talk to each other Essential Question
each other?
on his friends.
Tim Beaumont
22 23
and have the same feelings that people have.

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OBJECTIVES
Present the
Use information ‡ Illustrations may be used to help readers visualize characters, Lesson
gained from the events, and settings in a fantasy that could not happen in real
illustrations and
words in a print life.
or digital text
to demonstrate 2 Model Close Reading
Model identifying the genre of “Little Flap Learns to Fly.” I can tell
plot. RL.2.7 that this story is fantasy because things happen that do not happen in
real life. For example, the birds in the story talk to each other. In real life,
Recognize the birds do not talk to each other.
features of fantasy
literature. Use Illustrations Have children look at the llustration on pages 22
and 23. What does the illustration show that is like real life? What does
the illustration show that could not be in real life? (The illustration
ACADEMIC
shows a tree and nests that are like trees and nests in real life. It
LANGUAGE
• fantasy, characters also show birds wearing clothing. This does not happen in real life.)
• Cognates: fantasía How does the illustration help you tell that the story is a fantasy story?
(The illustration shows something that could not happen in real life.
Fantasy has characters and events that could not be in real life.)
3 Guided Practice
Have children work with partners to find two more examples from
COLLABORATE
“Little Flap Learns to Fly” that show that it is fantasy. Then have them
share their findings with the rest of the class.
T44 UNIT 1 WEEK 1

DAY 3 • WEEK 1
Fantasy
“Little Flap Learns to Fly” is a fantasy story.
A Fantasy: ONLEVEL PRACTICE BOOK p. 8
• is a made-up story.
Thanks, Friend!
• has imaginary characters that could not “Planting a garden is hard work,” says Mouse. “It
be real. takes me a long time to dig each hole.” “I can help!”
says Mole. Mole digs the holes quickly. Mouse plants
the seeds.
Find Text Evidence
I can use what I read to tell that “Little Flap
Learns to Fly” is a fantasy story. The story has
made-up characters.
page 22
Answer the questions about the text.
Use Illustrations 1. How do you know this text is fantasy?
I see the birds have clothing A mouse and a mole cannot plant a garden in real life.
on. I know birds in real life
py g
do not wear clothing. This
2. Why is it easy for Mole to dig the holes?
must be fantasy. Mole has long, sharp claws.
p
3. Why does Mole dig so many holes?
L ABOR ATE
CO L
So Mouse can plant lots of seeds.
Your Turn
Essential Question
How do friends depend on Find two other things in APPROACHING BEYOND ELL
each other?
p. 8 p. 8 p. 8
on his friends.
the story that could not
Tim Beaumont
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22
happen in real life. Tell
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why this story is a fantasy.
30
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Monitor and
Differentiate
Quick Check
Q
Are children able to identify the
A C T Access Complex Text fantasy elements in “Little Flap
Learns to Fly”? Can they tell what
Genre is realistic and not realistic in the
text and illustrations?
Remind children that when they read fantasy, they should make
sure they understand what parts of the story could and could not
happen in real life.
‡ Have children reread and look at the illustration on page 24. Small Group Instruction
Real birds practice flapping their wings when they’re learning to
fly. What on this page do real birds not do? (Real birds don’t talk. If No Approaching Reteach pp. T64-T65
They probably don’t help each other to learn to fly and they ELL Develop pp. T82-T85
don’t have friendships like people do.) If Yes On Level Review pp. T74-T75
GENRE T45
WHOLE GROUP
DAY 3 OS
E REA
CL
Vocabulary Strategy
DIN
G
5
Mins
Inflectional Endings
1 Explain
Go
Remind children that they can often figure out the meaning of an
Digital
unknown word by looking at word parts.
‡ When they see an unknown word, children can look to see if it Little Flap was happy living in his nest.
Reading/Writing has an ending such as -s, -es, -ed, or -ing.

worms to eat.
own worms?”
Workshop Fluff said, “Yes! Let’s learn to fly.”
‡ Children can separate the ending from the root word. Then they Essential Question
each other?
on his friends.
Tim Beaumont
22 23
should ask themselves if they know the meaning of that root

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OBJECTIVES
Present the
Determine or word.
Lesson
clarify the meaning ‡ Children can use the meaning of the root word and its ending to
of unknown and
multiple-meaning
figure out the meaning of the whole word.
words and phrases
based on grade 2 2 Model Close Reading
reading and content,
Model using inflectional endings and root words to figure out the
choosing flexibly
from an array of meaning of looked on page 24. Then repeat the process to find the
strategies. L.2.4 meaning of fears on page 24.
Identify frequently I’m not sure what the word fears means on page 24. I see the ending -s,
occurring root words which means “more than one.” When I remove the ending I get the root
(e.g., look) and their
word fear, which means “something someone is afraid of. ” So, when
inflectional forms
(e.g., looks, looked, the text says that Little Flap “was too afraid to tell his friends about his
looking). L.2.4c fears,” fears must be the things Little Flap is afraid of in the story.

ACADEMIC
LANGUAGE Have children work in pairs to figure out the meanings of friends and
word parts, root word, COLLABORATE
counted in “Little Flap Learns to Fly.” Encourage partners to identify
ending the ending and the meaning of the root word to figure out the
meaning of each word.
SKILLS TRACE
INTRODUCE Unit 1 Week 1

REVIEW Unit 1 Weeks 1, 2,
3, 5; Unit 2 Week 4
ASSESS Unit 1
T46 UNIT 1 WEEK 1

DAY 3 • WEEK 1
To understand the meaning of a word you do
not know, you can separate the root word from
the ending, such as -ed or -s. ONLEVEL PRACTICE BOOK p. 9
Find Text Evidence To figure out new words, look at word parts. A root word may
have the ending -s,
s -es,
s -ed, or -ing.
g The endings -s, -es,
I’m not sure what the word looked means. I know and -ing
g mean the action is happening now. The ending -ed
the root word look means “to see.” The ending means the action happened in the past.
-ed means this action happened in the past. The Write the meaning of each underlined word. Circle whether
the action is happening now or in the past.
word looked means “saw something in the past.”
1. “Will you help me fix my bike?” Squirrel asked.
Meaning: said a question
now past
2. “I’d like to help, but I am too busy cooking

g soup,” said Fox.
When he looked down, the Meaning: making food
now past
ground seemed very far away.”
3. “I’m too busy right now washing
g clothes.”
Meaning: cleaning
now past
4. Squirrel explained
p the problem.
L ABOR ATE told about something

CO L Meaning:
Your Turn now
5. Rabbit looked over the bike.

past
Meaning: saw something

Use the endings to figure out the meanings now p
past
of these words in “Little Flap Learns to Fly.” APPROACHING BEYOND ELL
friends, page 24 p. 9 p. 9 p. 9
counted, page 26
Tim Beaumont
31
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Monitor and
Differentiate

Q
SCAFFOLD Are children able to use
inflectional endings and root
Beginning Intermediate Advanced words to determine the meanings
Point out the words Point out the words Point out the words of friends and counted?
looked and flapping on looked and flapping. looked and flapping
page 24. Use motions Write them on the and ask children to
to demonstrate the board for children and define them using their
meaning of each word. underline the root word knowledge of endings Small Group Instruction
Help children replace in each. Have partners and root words. Have
the words with words help each other figure them replace the words
they know. Remind out the meaning of with words they know. If No Approaching Reteach pp. T64-T73
them that they can use each word. Encourage ELL Develop pp. T86-T87
root words and endings children to look for root If Yes On Level Review pp. T76-T77
such as -s and -ed to find words and endings as
word meanings. they reread the story.
VOCABULARY STRATEGY T47

WHOLE GROUP
DAY 3
Genre • Fantasy
G
1 One morning Hedgehog found Mouse covering

himself with leaves.
“What in the world are you doing?” asked Hedgehog.
“I’m hiding,” said Mouse, “from Snake.”
“From our friend Snake?” asked Hedgehog.
A Story of Friendship
By
Holly Keller
Help! A Story of Friendship Copyright © 2007 by Holly Keller. Used with permission of HarperCollins Children’s Books.
Essential Question
each other?
Read about animal friends who
help each other out.
Go Digital!
10 11
LITERATURE ANTHOLOGY, pp. 10–11 LEXILE 410

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OS
CL
DIN
Develop Comprehension
G
ESSENTIAL QUESTION
Read Literature Read the Essential Question: How do friends
Anthology depend on each other? As children read they
Literature Anthology Review Genre: Fantasy Review should think about how friends help and depend
with children the key characteristics on each other.
of the genre fantasy. Fantasy: Story Words Read and spell the words hedgehog
‡ Is a made-up story. and prickles. Point to the hedgehog on page 11
and explain that it is a kind of animal. Point to the
‡ Has imaginary or made-up characters.
prickles and explain that they would feel sharp to
Preview and Predict Read the title and look at the touch. Tell children they will read these words
the picture on pages 10–11. Who might this story in the selection.
be about? What might happen? Let’s find out.
T47A UNIT 1 WEEK 1

DAY 3 • WEEK 1
Hedgehog talked about little things, but Mouse

“Yes,” Mouse whispered. “Fox told Skunk and Skunk wasn’t paying attention. He was still worrying
told me that snakes are very dangerous to mice.” about Snake. He looked around nervously.
“That’s silly gossip,” said Hedgehog. “You know He looked everywhere but at his feet.
Snake would never hurt you. Come on. We can walk
together, and you will be perfectly safe.”
Mouse hesitated. 2
“I insist,” said Hedgehog.
So Mouse went along.
12 13
LITERATURE ANTHOLOGY, pp. 12–13

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1 Strategy: Visualize
Teacher Think Aloud I can use details in the What Makes This Text Complex?
text to help me picture in my mind what is
happening at the beginning of the story. I read Connection of Ideas Children may need
that Mouse is covering himself with leaves and help in making connections. The key to
hiding from Snake. In my mind, I can picture understanding the text is to understand why
Mouse hiding. This helps me to understand what Mouse is afraid of Snake and what Snake
Mouse is doing at the beginning of the story. does to help Mouse change his feelings.
Genre Children may need help clarifying
2 Skill: Key Details that animals in a fantasy story do not act like
real animals. In real life a snake would not
What key details have we read so far? How do
help a mouse, but in this fantasy it does.
the pictures help you? Tell children that they will
complete a Key Details Chart as they read.
fpo
LITERATURE ANTHOLOGY T47B
WHOLE GROUP
DAY 3
“Oh h h h h
h.
.
LP
HE !
.
”
Hedgehog peered down.
3 ““You should be afraid of yourself,

MMouse, not of Snake.”
“It’s not funny,” Mouse yelled. “I’ve

hurt my foot and I can’t get out.”
“Are you sure?” Hedgehog shouted.
“Yes!” Mouse yelled. Just then Squirrel walked by.
“Stay calm,” said Hedgehog. “Mouse has gotten it into his head to be afraid of Snake,”
“I’ll get help.” said Hedgehog. “He was so nervous that he didn’t watch
where he was going. He fell into a hole and hurt his foot,
and now he can’t get out. Can you help?”
But Squirrel couldn’t help.
“It will be too dark,” she said, “and there might be spiders.” 4
14 15

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OS
CL
DIN
G
3 Reread
Teacher Think Aloud I’m not sure I understand
Mouse Hedgehog Mouse is page 14. Why does Hedgehog say “You should
is hiding gets mouse still worried be afraid of yourself, Mouse, not of Snake”? When
because he to come out and falls in a
I reread and think about the text, I realize that
is afraid of of hiding. hole.
snake. Mouse fell in the hole because he was not being
careful. That’s why Hedgehog says Mouse should
be afraid of himself.
4 Skill: Key Details

What key details have you read about in the story
COLLABORATE
C so far? Fill them in on your graphic organizer.
Remember, you can use the pictures to help you.
T47C UNIT 1 WEEK 1

DAY 3 • WEEK 1
Rabbit came along, and Hedgehog told him about

Mouse and Snake.
“You know how to go down holes,” said Hedgehog.

5
Rabbit looked into the hole. “Hello, Mouse!” he yelled.
“It’s too deep,” Rabbit said to Hedgehog, “and the

walls are too straight. I wouldn’t be able to hop out.”
“Why don’t you go, Hedgehog?” asked Squirrel.
“Because Mouse would have to get on my back,

and my prickles would hurt him,” Hedgehog said.
Mouse started to cry.
STOP AND CHECK
Visualize How might Mouse feel at the

bottom of the hole? Use the Visualize
strategy to help you understand where
Mouse is.
16 17

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STOP AND CHECK A C T Access Complex Text

Visualize How might Mouse feel at the bottom
of the hole? Use the Visualize strategy to help you Conection of Ideas
understand where Mouse is. (In the text Rabbit In order to understand the story, children
says “It’s too deep and the walls are too straight. I need to understand the complex
wouldn’t be able to hop out.” I can picture that it is relationships between the characters.
deep, dark, and hard to move in the hole. It would ‡ Explain that Mouse is afraid of Snake because
feel scary to be in a place like that all alone. That Skunk told him snakes are dangerous to
must be why Mouse is crying.) mice. In real life, mice are afraid of snakes
because snakes eat mice. However, this is a
5 Skill: Key Details fantasy story in which Snake is Mouse’s friend.
What key details can you understand from the ‡ Guide students to understand why Mouse
illustration on page 17? (The hole that mouse might be afraid of Snake even as Snake
is in is very deep. His friends are looking down, tries to help him.
wondering how they will get him out.)
LITERATURE ANTHOLOGY T47D

WHOLE GROUP
DAY 3
Wish
ywishywishy . . . 6
Hedgehog heard the grass move. “Then I’ll go down,” Snake said. “No problem.”
It was Snake.. 7 “Oh, no,” said Hedgehog. “That’s not a good

idea at all.”
“Not at all,” said Squirrel.
“Not at all,” said Rabbit.
“You see, Snake,” Hedgehog said, “Fox told

Skunk and Skunk told Mouse that snakes are
dangerous to mice. Mouse was trying to hide
from you when he fell into the hole.”
“What’s going on?” said Snake.
“Shhhhh!” Hedgehog whispered. “Mouse fell into a

deep, dark hole. He hurt his foot and he can’t get out.”
“Is it a secret?” Snake whispered back.
“Not exactly,” whispered Hedgehog. “It’s just that we

don’t know how to get him out. Squirrel is afraid to
go down by herself, Rabbit wouldn’t be able to hop
out, and I’m too prickly.”
18 19

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7 Author’s Craft: Word Choice 7 Strategy: Visualize
The author uses the word “Wishywishywishy” to Teacher Think Aloud When I read the words
describe the sound of Snake moving. This is an Wishywishywishy … Hedgehog heard the grass
example of onomatopoeia, a word that sounds move, I can picture how Snake moves through the
like the sound it describes. Authors use these grass. How do you visualize Snake moving?
words to help you better imagine the sound Student Think Aloud I imagine Snake slithering
being described. What is the author describing back and forth, making a swishing sound as he
here? (The author is describing the sound the slides through the grass.
snake makes as he moves through the grass.)
T47E UNIT 1 WEEK 1

DAY 3 • WEEK 1
“But I have always been Mouse’s friend,” said Snake.
8 ““Of course you have,” said Hedgehog.
“So I am going to rescue Mouse anyway,” said Snake.
“How will you do it without scaring Mouse?”

9 asked Hedgehog.
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Work with your partner to go back through the
COLLABORATE story and find the key details that answer these Mouse Hedgehog Mouse is
questions: Why can’t Rabbit and Hedgehog help is hiding gets mouse still worried
because he to come out and falls in a
Mouse? Who says he can help Mouse? Write your
is afraid of of hiding. hole.
answers in the Key Details chart. snake.
Hedgehog is Rabbit can’t Snake will

9 Strategy: Visualize too prickly to help Mouse help Mouse.
How do you think Snake will rescue Mouse help Mouse. because the
hole is too
without scaring him? Remind children of how deep.
they pictured what it is like for Mouse to be in the
hole. Then have them add to that visualization to
describe how Snake could rescue Mouse in a way
that is not scary.
LITERATURE ANTHOLOGY T47F

WHOLE GROUP
DAY 3
10 “Someone get a stick,” “Now make sure the

said Snake. knot is tight.”
Squirrel did it. Hedgehog did it.
“Now watch!”
11
“Now tie my tail around it,”

said Snake.
Rabbit did it.

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10 Skill: Key Details 11 Strategy: Visualize

How does Snake rescue Mouse? Turn to your On page 23 Snake says, “Now watch!” The text
COLLABORATE partner and retell the key details in order, in your doesn’t tell you how he plans to rescue Mouse,
own words. You can use the pictures and the text but the picture can help you visualize what is
to help you. (Squirrel gets a stick, Rabbit ties it happening. Describe what you picture. (The
to Snake’s tail, Hedgehog makes sure the knot is picture shows snake lowering his tail with the
tight, then Snake lowers the stick into the hole stick tied to it down into the hole. I picture Mouse
where Mouse is.) holding onto the stick and Snake pulling him out.)
T47G UNIT 1 WEEK 1

DAY 3 • WEEK 1
When Mouse saw the stick,

he grabbed it.
12
Snake began to climb the tree,
Mouse saw Snake and gasped.
and slowly Mouse came up.
Then he saw the stick still tied to
Snake’s tail.
“Snake saved you,” said Hedgehog.
“He did,” said Squirrel.
“He rescued you,” said Rabbit.
“Because I would never hurt you,”
Snake said.
Mouse turned a deep shade of pink.
“I am very sorry,” he said.
13
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12 Inflectional Endings
The first sentence on page 25 has the word Connections of Ideas
gasped. If we are not sure of what it means, we
can remove the ending -ed. We get the root Children need to understand that Mouse
word gasp. What does gasp mean? (to breathe is surprised and embarrassed that Snake
in quickly) What does the ending -ed mean? (It rescued him. However the author does not
happened in the past.) say this, it must be inferred.
‡ Point out that Mouse gasped when he
saw snake. When someone gasps, they are

13 Strategy: Visualize surprised. Mouse also turns a deep shade
Tell children that if they are not sure what it of pink. This means he is embarrassed.
means when “Mouse turned a deep shade of pink,” ‡ Guide children to understand that Mouse
they can look in the picture to help them visualize is apologizing for being afraid of Snake.
it. So, what does it mean when Mouse turns a He realized he didn’t need to be afraid of
deep shade of pink? How does Mouse feel? snake after snake rescued him.
LITERATURE ANTHOLOGY T47H

WHOLE GROUP
DAY 3
They bandaged Mouse’s foot, and he lay down to rest. 14
Snake, Squirrel, Hedgehog, and Rabbit helped Mouse

hobble home.
STOP AND CHECK
Visualize What happens after Mouse

gets out of the hole? What does that
tell you about the animals? Use the
Visualize strategy to help you.
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Teacher Think Aloud I’ll look for the key details
on these pages to make sure I understand what Mouse Hedgehog Mouse is still
is hiding gets Mouse worried and
is happening: Mouse’s friends helped him get because he to come out falls in a hole.
home, then they bandaged his foot. is afraid of of hiding.
Snake.
STOP AND CHECK Hedgehog is Rabbit can’t Snake will

too prickly to help Mouse help Mouse.
Visualize What happens after Mouse gets out help Mouse. because the
of the hole? What does that tell you about the hole is too
deep.
animals? Use the Visualize strategy to help you.
(I read that the other animals helped Mouse Snake rescues Mouse is Mouse
hobble home. They bandaged his foot. I picture Mouse with a surprised takes Snake
to see
stick tied to that Snake flowers.
them helping him get ready to rest. This tells me his tail. rescued Snake and
that they are good friends to Mouse.) him, and Mouse stay
apologizes. friends.
T47I UNIT 1 WEEK 1

DAY 3 • WEEK 1
Several mornings later, Hedgehog was

taking his walk, and along came Mouse.
He was holding a bouquet of flowers.
“Where are you going?”

asked Hedgehog.
“I’m going to say thank you to Snake,”

said Mouse, “and to give him some
flowers that I picked.”
And Snake was very pleased to have them.

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Skill: Key Details Return to Predictions and Purposes

What happens after Snake rescues Mouse? What Review children’s predictions. Ask them if their
COLLABORATE does Mouse do? How does this change Snake predictions about the selection were correct.
and Mouse’s relationship? Have children work Guide them to use key details in the text to
with a partner. Tell children to use the text and confirm whether or not their predictions turned
illustrations to help them answer the questions. out to be accurate. Were they surprised by any
Tell children to add the key details to their chart. parts of the story? What did they learn about how
friends depend on one another?
LITERATURE ANTHOLOGY T47J

WHOLE GROUP
DAY 3
About the Author Respond to Reading

and Illustrator SUMMARIZE Details Details Details
Use important details about the
HOLLY KELLER loved to read and characters, setting, and events to
draw when she was little. Now she writes summarize the story. Information
and illustrates her own books. from your Key Details chart may
help you.
Holly tried something new to make the
pictures for Help! A Story of Friendship.
TEXT EVIDENCE
Holly made a collage, a picture made from 1. How do you know Help! A Story of Friendship is fantasy? GENRE
different materials. She used cardboard, paper, and 2. How do the animals use a stick to help Mouse get out of the
other things to create the animals. For Snake, she hole? Use the details in the story to help you. KEY DETAILS
used an onion bag. Holly even used cupcake liners 3. Use what you know about inflectional endings to figure
to make Squirrel! out the meaning of the word looked on page 13.
INFLECTIONAL ENDINGS
4. Write about how Mouse feels about Snake at the

Author’s Purpose end of the story. Use the details on page 28 to
help you. WRITE ABOUT READING
On page 14, the drawing makes you
look down into the hole. On page 17,
you look up from the bottom of the Make Connections
hole. Why do you think Holly changed How do the animal friends depend on
how the reader looks at the drawing each other? ESSENTIAL QUESTION
on the page?
How can friends help you solve a
problem or do something you can’t
do by yourself? TEXT TO WORLD
Corey Keller
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Meet the Author

Holly Keller AUTHOR’S CRAFT
Read Aloud page 30 with children. Ask them Vivid Verbs
why they think Holly Keller decided to write and
illustrate books when she grew up. What did she Authors use vivid verbs to accurately describe
like to do when she was little? What does she do action and create a picture in the reader’s
now? (She loved to read and draw when she was mind. Example: Snake, Squirrel, Hedgehog,
little. Now she writes and illustrates books.) and Rabbit helped Mouse hobble home. (p. 26)
Point out the vivid verb hobble. Explain that
Author’s Purpose hobble means “to walk in an uneven way
because you are hurt.” The author could have
Have children write in their Response Journals.
used the verb walk here, but hobble is more
Holly changed how the reader looks at the drawing
descriptive and helps create a better picture
because .
in the reader’s mind. Tell children that they
can use vivid verbs in their own writing.
T47K UNIT 1 WEEK 1

DAY 3 • WEEK 1
Respond to Reading
ENGLISH LANGUAGE
LEARNERS
Summarize
Retell Help children by looking
Guide children through steps to summarize. at each page of the selection and
‡ First, tell who the characters are. asking a prompt, such as: Who are
the characters on this page? What
‡ Next, tell where the setting is. are they doing to help one another?
‡ Then, use your Key Details Chart to state your summary by retelling Provide sentence starters to help
children retell the selection such
the key details in the order in which they took place. as: On this page helps Mouse
by .
Text Evidence
Guide children to use text evidence to answer the Text Evidence
questions on Literature Anthology page 31. Model answering the
questions as needed.
1. Genre To determine if this is a fantasy story, I ask myself if the
events and characters in Help! A Story of Friendship could be real.
No, they could not. Animals do not act this way in real life. That
means this is a fantasy story.
2. Key Details I’ll use the key details in the text and pictures on
pages 22, 23, and 24 to tell how Mouse’s friends got him out of
the hole: Squirrel got a stick, Rabbit tied it around Snake’s tail,
Hedgehog made the knot tight, and Snake put the stick into the
hole to help Mouse out.
3. Inflectional Endings To figure out the meaning of looked I’ll look
for the word parts I recognize. I see the ending -ed. When I remove
it from the word I get look, which I know means “see.” The ending
-ed means the action, look, already happened.
4. Write About Reading On page 28 I read the key detail that
Mouse is taking flowers to Snake. I know that we usually give
flowers to people we care about to let them know they are special
to us. Mouse must like and care about Snake. His feelings changed
from the beginning of the story when he was afraid of Snake.
Make Connections
ESSENTIAL QUESTION
Have partners discuss two ways the animal friends depend on each
other. Then discuss the examples as a class.
Text-to-World Have children discuss how friends can help friends
COLLABORATE solve a problem or do something they can’t do alone.
LITERATURE ANTHOLOGY T47L

WHOLE GROUP
DAY 3
Language Arts
5
Mins
OBJECTIVES Discuss Ideas Go
With guidance and
Review Invite children to recall that writers share their ideas by giving
Digital
support from adults
and peers, focus on a details about one thing or event at a time.
Share Ask for a volunteer to share his or her revised writing from
revising and editing. Day 2. Encourage the class to point out how the volunteer shared ideas
W.2.5 in his or her writing. Invite the volunteer to explain how the details in
Demonstrate his or her writing are related to the central idea.
Present the
command of the
Lesson
conventions of
standard English WRITING ENTRY: IDEAS
W
grammar and usage
when writing or 1 Prewrite Ask children to choose a new topic for writing by
speaking. L.2.1
searching their Writer’s Notebook for ideas for a narrative text.
Demonstrate Or, provide a prompt such as the following one:
command of the Writing
Write a story about how two friends help each other. The
conventions of
standard English details in the story should support the central idea that the
capitalization, friends help each other.
punctuation, and
spelling when 2 Draft Once children have chosen their topics, ask them to use
writing. L.2.2 an idea web to generate details that describe their central idea.
Encourage children to refer to their webs as they write their drafts. Graphic
Organizer
ACADEMIC
LANGUAGE
event, ideas,
statement, question I see a fish.
Grammar
T48 UNIT 1 WEEK 1

DAY 3 • WEEK 1
5
Mins
Grammar ENGLISH LANGUAGE
LEARNERS
Sentences Questions and Statements
Display the following question and
Review Review that a “telling sentence” is called a statement and statement and read them aloud.
ends with a period. An “asking sentence” is a question and ends with Where do you ride your bike?
a question mark. I ride my bike in the park.
Practice Display the sample sentences. Invite partners to identify Point to the question mark and
which is a statement and which is a question. demonstrate how your voice rises
at the end of the question. Then
Will you play with me? (question)
point to the period at the end of
We played at the park. (statement) the statement and demonstrate
reading the sentence in an even
tone. Have children practice
Mechanics: Capitalization reading the sentences aloud
chorally. Then have partners
and Punctuation practice asking and answering
questions using sentence frames
Review Remind children that all sentences begin with a capital such as the following ones:
letter and end with an end mark. Ask them what end mark they have
Where do you do your homework?
learned about this week. (period, question mark)
I do my homework in/at _____.
Practice Have children rewrite the following statement and question
with the correct capitalization and punctuation.
my dog is lost (My dog is lost.)
can you help me find my dog (Can you help me find my dog?)
Talk About It
Questions and Answers Have partners ask and answer questions
COLLABORATE about friends. The first child asks a question about a friend. The second
child answers the question. Then the partners reverse roles.
Daily Wrap Up
encourage children to discuss it using
the oral vocabulary words.
‡ Prompt children to review and discuss
the skills they used today. Guide them
to give examples of how they used
each skill.
LANGUAGE ARTS T49

DAY 4 a b c
Word-Building
behavior
behavior
ball
Cards High-Frequency
Word Cards
behavior
behavior
bad
Literature Anthology Spelling Word

“Crayons” Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Participate in
Remind children that this week they have been learning and reading Digital
a collaborative about how friends depend on each other. Guide children to discuss the
conversation about question using information from what they have read and discussed
grade 2 topics and throughout the week.
texts with peers and
adults in small and Ask children to think about ways they depend on their friends. Then
larger groups. SL.2.1 have them also think about ways they try to be a good and dependable
Know and apply friend to others. Ask children to explain the different situations to the Phonemic
grade-level phonics class. Awareness
and word analysis
skills in decoding
Use the Define/Example/Ask routine to review the oral vocabulary
words. RF.2.3 words awkward, horrid, outrageous, panic and relief. Prompt children to
use the words as they discuss how friends depend on each other. m a
• Categorize n t p
phonemes.
• Identify and read Phonics
plural nouns with
-s, -es.
I the jar.
fill fills filling
ACADEMIC
LANGUAGE
short vowel, Structural
categorize, endings Analysis
T50 UNIT 1 WEEK 1

DAY 4 • WEEK 1
Word Work
Quick Review
Phonemic Awareness
Build Fluency: Sound Spellings:
5
Mins
Display the Word-Building Cards: a, i,
b, c, d, f, g, h, j, k, ck, l, m, n, p, q, r, s,
t, v, w, x, y, z. Have children say each
Phoneme Categorization sound. Repeat and vary the pace. For
fluency in connected text, see the
1 Model Model categorizing phonemes. Have children listen for Decodable Reader lesson in Small
the medial sound in the following words: cat, sit, bat. Say: Listen Group.
carefully as I say three words: cat, sit, bat. Two words have short /a/ in
the middle, and one word does not. The words cat and bat have the
/a/ vowel sound. The word sit doesn’t. It doesn’t belong.
Repeat with pin, fit, mad.
2 Guided Practice/Practice Have children practice with the
following examples. Do the first one with them. I will say three
words. Tell me which word does not belong and why.
sad, van, wig bit, dig, tan tag, ran, big kit, hip, dad
5
Mins
Phonics
Build Words with Short a and i
Review Remind children that the /a/ sound is spelled with the
letter a. Say it with me: /aaa/. The /i/ sound is spelled with the letter i. Say
it with me: /iii/. Monitor and
Use the Word Building Cards to build words with short a and short i: Differentiate
bit, fit, bit, hit, hip, dip, tip, tap, nap, rap, map, man, tan, tag, bag, big, wig.
Quick Check
Q
5
Mins
Structural Analysis Can children read and decode
Plural Nouns with -s, -es

Review Write the words pig, pigs, pan, pans. Underline the s in pigs Small Group Instruction
and pans. Remind children that when -s is added to a noun, it means
there is more than one. Write the words kiss, kisses. Remind children If No Approaching Reteach pp. T70-T71
that the ending -es means more than one thing. ELL Develop pp. T82-T89
Practice Write the following words on the board and read them with
children map, bin, pin, pill, six, pass, hat. Have children work in pairs to Beyond Level Extend pp. T80-T81
add -s or -es to each word.
EXTEND THE CONCEPT/WORD WORK T51

WHOLE GROUP
Quick Review
Word Work and Write to review this week’s high-

frequency words: ball, blue, both, even,
for, help, put, there, why, yellow.
5
Mins
Spelling
OBJECTIVES Word Sort with Short a and Short i Go
Know and apply
Review Provide children with copies of the Spelling Word Cards. While
Digital
grade-level phonics
and word analysis one child reads the words one at a time, the other partner should
skills in decoding orally segment the word and then write it. After reading all the words,
words. RF.2.3
partners should switch roles.
Recognize and read
Practice Have children correct their own papers. Then have children
grade-appropriate
irregularly spelled sort the words according to the short vowel sound they contain.
Spelling Word
words. RF.2.3.f Routine
Demonstrate
command of the
conventions of 5
Mins
they together
standard English
capitalization, how eat
punctuation, and
spelling when
blue, even, yellow, help, put, for, ball, High-
writing. L.2.2 there, both, why Frequency
Word Routine
Generalize learned
Review Display High Frequency Word cards: blue, even, yellow, help, put,
spelling patterns
when writing words for, ball, there, both, why. Have children Read/Write/Spell each word. Could you make a buzz as long
as a bee’s?
(e.g., cage ‡ badge; ‡ Point to a word and call on a child to use it in a sentence. A bee can go “buzz” for one,
two, three!
boy ‡ boil). L.2.2d One, two, three, I buzz again!
I could make a buzz for one,
‡ Review the Start Smart words using the same procedure. two, three!

accuracy and Fluency
fluency to support
comprehension.
RF.2.4
Read on-level text
appropriate rate,
and expression on
RF.2.4b
• Spell words with

short a and short i.
T52 UNIT 1 WEEK 1

DAY 4 • WEEK 1
Fluency/Vocabulary
Strategy
10
Mins
Expression
Review Remind children that reading with expression means
changing the tone of your voice to show different emotions such as
sadness, happiness, fear, anger, and excitement. For instance, when
they read something exciting, they should read in a way a person’s
voice sounds when they are excited.
Practice Have children read a passage from the Shared Read aloud
to a partner. Remind them to pause for punctuation and to raise their
voice at the end of questions. Make sure they pay attention to using
good expression. Offer corrective feedback as necessary.
Fluency Practice
Children can practice fluency using Practice Book passages.
vie
Re w
5
Mins
1 Explain/Model Remind children that adding endings such as -ed,
-ing, -s, or -es to a root word changes the meaning of the word.
‡ When -ed is added to the end of a verb, it means that the action Monitor and
took place in the past. When -ing is added to the end of a verb, Differentiate
it means the action is happening now.
‡ When -s or -es is added to the end of a verb, it means the action
Quick Check
Q
is happening now.
‡ When -s or -es is added to the end of a noun, it means the noun Can children read fluently with
names more than one. good expression?
Write and say fixed. Have children repeat it. I see the letters -ed
at the end of the word fixed. That means that the action fixed
happened in the past. Small Group Instruction
2 Guided Practice Write the words pans, mixing, runs, and buses.
Have children work in pairs to figure out the words’ meanings. Ask
them to explain what each word part means.
WORD WORK/FLUENCY/VOCABULARY T53

WHOLE GROUP
DAY 4 E REA
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5
Mins
Read Literature Anthology
Compare Texts Go
Review with children that in Help! A Story of Friendship, Mouse learns to Digital
trust his friend Snake. Explain that they will now read a poem about two
friends who learn to share. Tell children that as they read, they should Genre • Fantasy
think about how friends in the story and the poem help one another.
One morning Hedgehog found Mouse covering
himself with leaves.
“What in the world are you doing?” asked Hedgehog.
Literature Anthology A Story of Friendship

“I’m hiding,” said Mouse, “from Snake.”
“From our friend Snake?” asked Hedgehog.
By
Holly Keller
Help! A Story of Friendship Copyright © 2007 by Holly Keller. Used with permission of HarperCollins Children’s Books.
1 Ask and Answer Questions
Essential Question
each other?
Read about animal friends who
help each other out.
OBJECTIVES
Go Digital!
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Describe how What words in the poem help you visualize what is happening? Help! A Story
words and phrases (Possible response: The words shiny, straight, and new help me picture of Friendship
(e.g., regular beats,
the box of crayons. The words red and broke in two help me picture what
alliteration, rhymes,
repeated lines) supply happened to the crayon.)
rhythm and meaning
in a story, poem, or 2 Ask and Answer Questions
song. RL.2.4
What key details in the illustration help you understand the poem
By the end of the better? (The illustration shows that the two friends like to color. It also
year, read and
shows them sharing the box of crayons.)
comprehend
literature, including
stories and poetry, in 3 Ask and Answer Questions
the grades 2-3 text What key details in the illustration help you know that the two children
complexity band
proficiently, with
are friends. (Possible response: The boy and girl are smiling at each other
scaffolding as needed and sharing the crayon that broke.)
at the high end of the
range. RL.2.10
AUTHOR’S CRAFT
ACADEMIC Words that Rhyme
LANGUAGE
poetry, poem Discuss a rhyming poem and what effect it has on listeners.
‡ A rhyming poem has lines that end with words that rhyme.
Words that rhyme begin with different sounds but end with the
same sounds. Examples: page 33: new (line 2) and too (line 4).
‡ Rhyming words make poems fun and interesting to listen to.
‡ Have children identify other rhyming words in the poem.
Examples: page 33: care (line 6) and share (line 8).
T53A UNIT 1 WEEK 1

DAY 4 • WEEK 1
Genre • Poetry
Compare Texts
Crayons
Read about two friends
who know how to share.
By Helen H. Moore
I had a box of crayons,
All shiny, straight and new.
A
2 1 I lent a friend the red one,
And — oops — it broke in two!
My friend said she was sorry,

But I said “I don’t care,
‘Cause now we both can color

3 With one crayon — we can share!”
Make Connections
How do these friends depend on each
other? ESSENTIAL QUESTION
Think about the actions of all the
friends you read about this week. How
do friends treat each other? TEXT TO TEXT
Illustration: Cary Pillo
Helen H. Moore
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Make Connections
Have partners make connections between
COLLABORATE the friends in “Crayons” and the friends in
Help! A Story of Friendship.
Specific Vocabulary
Point out the words depends and actions.
Prompt children to use the context clues
in each stanza to help them figure out the
meanings of these words.
DEVELOP COMPREHENSION T53B

WHOLE GROUP
DAY 4
Language Arts
5
Mins
OBJECTIVES Revise Have children revise their drafts from Day 3 by focusing on Go
With guidance and details about one thing or event. Make sure the writing about the event
is clear and focused.
Digital
support from adults
As children revise their drafts, hold teacher conferences with individual
writing as needed by children. You may also want to have partners conduct peer conferences.
revising and editing. Edit Model using proofreading marks to edit. Then have children use
W.2.5
proofreading marks to correct errors in their writing.
Demonstrate
command of the
Invite children to review Grammar Handbook page 474 and check that Writing
conventions of each sentence begins with a capital letter and ends with the correct
standard English end mark.
grammar and usage
when writing or
Encourage children to proofread for other errors, including grammar
speaking. L.2.1 and spelling.
Demonstrate Proofreader’s
command of the
conventions of
Conference Routines Marks
standard English Teacher Conference

capitalization,
Step 1: Talk about the strengths of the writing. Your description of the
punctuation, and I see a fish.
spelling when two friends is easy to read. I can understand why they are special friends.
writing. L.2.2
Step 2: Focus on the target trait. This detail tells me how the friend felt.
Grammar
Step 3: Make concrete suggestions for revisions such as those below,
ACADEMIC and then meet again to review progress.
LANGUAGE
sentence, question,
question mark, period,
punctuation
Suggested Revisions
Focus on a Sentence Read the draft and target one sentence for revision.
Rewrite this sentence by adding other details that tell about _______.
Focus on a Section Underline a section that needs revision. Provide
specific suggestions. I would like to have a clearer idea of ________. Add
details to tell why _____.
Focus on a Revision Strategy Underline a section of the writing and
ask children to use a specific revision strategy, such as adding words.
This paragraph could express that better if you added details to describe
your characters’ actions, feelings, and thoughts.
T54 UNIT 1 WEEK 1

DAY 4 • WEEK 1
Peer Conference
Provide these questions to guide peers as they review a partner’s draft.
‡ Is the writing clear and easy to understand?
‡ What words create a picture in your mind?
‡ What details can be added?
5
Mins
Grammar
Sentences
Review Review that a “telling sentence” is called a statement and
ends with a period. An “asking sentence” is a question and ends with a
question mark.
Practice Display the sample sentences. Invite partners to identify
which is a statement and which is a question.
Does Tim depend on his friend? (question)
Tim depends on his friend. (statement)
Mechanics: Capitalization and

Punctuation
Review Remind children that a sentence begins with a capital letter.
A statement ends with a period, and a question ends with a question
mark.
Practice Display the following sentences. Have children rewrite them
with correct punctuation.
would you like to ride bikes today (Would you like to ride
bikes today?)
chris and Joe went to the game (Chris and Joe went to
the game.)
Daily Wrap Up
Talk About It ‡ Review the Essential Question and
School Time Sentences Have one partner write three encourage children to discuss it using
COLLABORATE questions about school. Have the other partner write three
the vocabulary words.
sentences that answer those questions. Then have them
‡ Prompt children to discuss the skills
switch roles. Have the pair read their questions and answers
they practiced and learned today.
aloud.
Guide them to share examples of how
LANGUAGE ARTS T55

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Friends Help Friends
OBJECTIVES
Participate in
Make a List
a collaborative Tell children that they will work in a small group to think about times
conversations with COLLABORATE they have depended on a friend. They will use their own experiences
diverse partners and the weekly selections to make a list of these times or events.
and texts with peers
and adults in small
STEP 1 Choose a Topic
and larger groups. Guide small group members to think about why Mouse depended on
SL.2.1 Snake. They might also think about how the friends in “Crayons” depend
Participate in shared on each other. Last, guide them in thinking about how they have
research and writing depended on friends for help.
projects (e.g., read
a number of books
on a single topic to STEP 2 Find Resources
produce a report;
Remind children that they will use the selections from the unit and their
record science
observations). W.2.7 own experiences as resources for this project.
• Build background STEP 3 Keep Track of Ideas

knowledge.
• Research
Have children make a Four-Door Foldable® to
information using record ideas from their experiences. Model
technology. recording the names of the group members
and their experiences.
ACADEMIC
LANGUAGE
list, recall, event
Add New Ideas As children engage in partner, small-group, and
‡ stay on topic,
‡ build on the ideas of others,
‡ connect their personal experiences to the conversation.
T56 UNIT 1 WEEK 1

DAY 4 • WEEK 1
STEP 4 Create the Project: List

Tell children that they will make a list of the times they have
depended on a friend. Explain the characteristics of a list.
‡ Information The purpose of a list is to write and
present a series of ideas or details in a certain order.
‡ Image A list is sometimes numbered or written and
presented in a certain order.
‡ Text This list will present the experiences from the
members of a small group.
Have small group members write a list of different events or
times they have depended on a friend.
‡ Prompt children to work as a team to list their
experiences.
‡ Prompt children to write the title “We Depend on Friends.”
‡ Prompt them to write each member’s name followed by the event.

SCAFFOLD

Use Sentence Frames Use Discuss Guide children to focus Describe Prompt children to
sentence frames to help children on the most important details brainstorm different events in their
identify the time they depended about friends. Ask: How do friends lives, such as birthdays, special
on a friend. For example: In the help one another? What do you holidays, family celebrations.
story, Mouse depended on Snake want to tell people about your best Encourage them to describe how
to . friend? How did he/she help you? friends helped them during those
events.
I remember when my friend .
INTEGRATE IDEAS T57

DAY 5 a b c
Word-Building
ball
Word Cards
Reading/Writing bad
Workshop
Spelling-Word
Literature Anthology Cards
Dinah Zike’s Foldables
Integrate Ideas
TEXT CONNECTIONS Connect to Essential Question
OBJECTIVES
Ask and answer
Text to Text
such questions as Cite Evidence Remind children that this week they have been reading
who, what, where, selections about friends helping friends. Tell them that now they will
when, why, and how compare these texts. Model comparing text using “Little Flap Learns
to demonstrate to Fly,” Reading/Writing Workshop, pages 22–27, and Help! A Story of
understanding of key
details in a text.
Friendship, Literature Anthology, pages 10–29.
RL.2.1 Think Aloud “Little Flap Learns to Fly” and Help! A Story of Friendship
are both about how friends help each other. In “Little Flap Learns to Fly,”
• Develop answers
Fluff and Tuff help Little Flap fly. They promise to rescue Little Flap if he
to the essential
question. falls. In Help! A Story of Friendship, Mouse learns to trust his friend Snake.
• Make text Complete the Organizer Have children use a
connections to the
COLLABORATE Shutter Foldable® to record comparisons. Guide
world.
children to discuss and write about the ways in which
the friends in the selections depend on each other.
ACADEMIC
LANGUAGE Present Information Ask groups to present their
comparisons, key information to the class. Have children compare
details, analysis,
evidence information given by different groups.
Text to Self
Discuss Have children talk about their friends, or the
friends that they would like to have. Ask: What can
friends depend upon each other for?
Text to World
Have children discuss what they learned about friends this week. Ask:
Why is it important to have friends? How do friends make life better?
T58 UNIT 1 WEEK 1

DAY 5 • WEEK 1
WRITE ABOUT READING Analyze to Inform/Explain
OBJECTIVE
Draw evidence
Write an Analysis
from literary or Cite Evidence Using text evidence, children will analyze how the
informational text author of a story they have read this week used key details.
to support analysis,
reflection and
Refer to the Key Details chart the class completed for Help! A Story of
research. W.4.9 Friendship. Review these details. Guide children to analyze text evidence
by asking “how” and “why” questions about the story.
‡ At the beginning, why does Mouse think that Snake will hurt him?
‡ How does Mouse get in trouble in the middle of the story? Who can
help him? Who tries?
‡ How does Mouse finally solve his problem?
Work with children to complete these sentence frames using the
information about Help! A Story of Friendship.
At the beginning of ________, ___________________.

In the middle of the story, ________________________. The author
included these events to show that ___________.
At the end of the story, ___________. This made us understand _____.
Then have children select another fictional text they have read this
week. Have children use the sentence frames to write about how the
author used key details in the story.
Present Your Ideas Ask partners to share their paragraphs and discuss
how the evidence they cited in the text supports their ideas. Partners
may suggest additional text evidence if necessary.
L STU
IA
RESEARCH AND INQUIRY

DI
SOC
ES
Friends Help Friends
OBJECTIVE
Recall information
Wrap Up the Project
from experiences or Guide partners to share the information they gathered about how
gather information friends support one another and point out the details on their lists.
from provided Prior to the presentations, review Presenting Checklist 1 and the
sources to answer a
Listening Checklist with children.
question. W.2.8
WRAP UP THE CONCEPT T59

WHOLE GROUP
Quick Review
Display the Word-Building Cards
Word Work a, i, b, c, d, f, g, h, j, k, ck, l, m,
n, p, q, r, s, t, v, w, x, y, z. Have
children say each sound.
5
Mins
Phonemic Awareness
Know and apply
Review Guide children to segment phonemes. Listen as I say a word:
Digital
grade-level phonics
and word analysis big. How many sounds are in big? /b/ /iii/ /g/. Three sounds. There are three
skills in decoding sounds in the word big. Continue segmenting phonemes with children.
words. RF.2.3
bag /b/ /a/ /g/ fin /f/ /i/ /n/ hat /h/ /a/ /t/
Recognize and read
grade-appropriate rib /r / /i/ /b/ pan /p/ /a/ /n/ mix /m/ /i/ /ks/
irregularly spelled
Phonemic
words. RF.2.3f
Awareness
Demonstrate
command of the
conventions of
5
Mins
Phonics c a t
standard English
capitalization, Blend Words with Short a and Short i Phonics
punctuation, and
spelling when Review Have children read and say the words sit, pass, tip, bat, rig,
writing. L.2.2 and cap. Then have children follow the word building routine with I the jar.
fill fills filling
Generalize learned Word-Building Cards to build lid, hid, had, hat, cat, cab, tab, tag, wag, wig,
spelling patterns will and fill.
when writing words Structural
Analysis
• Segment words in to
5
Mins
Structural Analysis
phonemes.
Spelling Word
correspondence
Plural Nouns with -s, -es Routine
/a/ spelled a and /i/ Review Have children explain how endings -s and -es can change the they together
spelled i.
meaning of a noun to mean more than one. Then have children practice
• Decode words with how eat
writing and blending words with -s and -es such as mats, kisses, lids,
short a and short i.
bags, and hips. High-
Frequency
Word routine
peered
Visual Glossary
T60 UNIT 1 WEEK 1

DAY 5 • WEEK 1
5
Mins
Spelling
Word Sort with Short a and
Short i Words
Review Have children use the Spelling Word Cards to sort the weekly
words by their vowel sound.
Assess Assess children on their abilities to spell words with short a
and short i. Say each word and provide a sentence so that children
can hear the words used in a correct context. Then allow them to
write down the words. In order to challenge children, you may wish
to provide an additional word for each short vowel sound in order to
assess whether they understand the concept.
5
Mins
blue, even, yellow, help, put, for, ball,
there, both, why
Review Display High-Frequency Word Cards blue, even, yellow, help,
put, for, ball, there, both, why. Have children Read/Spell/Write each
word. Have children write a sentence with each word. Monitor and
Differentiate
5
Mins
Vocabulary Words Quick Check
Q
nervously, peered, afraid, rescue, Can children read and decode

perfectly, secret, actions, depend Can children recognize and read
Review Display Vocabulary Word Cards actions, afraid, depend,
nervously, peered, perfectly, rescue, secret. Have children define and
write a sentence for each word.
WORD WORK T61

WHOLE GROUP
DAY 5
Language Arts
5
Mins
OBJECTIVES Share and Reflect Go
With guidance
Discuss Discuss with children what they learned about sharing their
Digital
and support from
adults, use a variety ideas by giving details about one event at a time. Guide them to recall
of digital tools to that adding these details helps make the writing clearer.
produce and publish
writing, including in Present Invite volunteers to choose a writing entry from the week
collaboration with to share with the class. Compare the volunteer’s draft with his or her
peers. W.2.5 revised text, and encourage the children to identify details the volunteer
Writing
Demonstrate added. Have children discuss the writing by focusing on how the details
command of the focused on one event, and how the details made that event clear.
conventions of
standard English Reflect Have children use their Writer’s Notebook to reflect on their
grammar and usage progress as writers. Invite them to consider the following prompts as
when writing or they write:
speaking. L.2.1
How did focusing on one event improve your writing this week? Checklists
Demonstrate
command of standard What other topics about how friends help one another might you like to
English capitalization, write about this week?
spelling when What details would you use? Why?
writing. L.2.2
Grammar
ACADEMIC
LANGUAGE
present, reflect, event,
details, sentence,
statement, question,
punctuation
T62 UNIT 1 WEEK 1

DAY 5 • WEEK 1
5
Mins
Grammar
Sentences
Review Ask: What is a sentence? (a group of words that tells a
complete thought or idea) What do all sentences begin with? (a capital
letter) Offer several examples of statements and questions, as well as
incomplete sentences. Have children identify which ones are complete
sentences, and which are statements and which are questions.
Practice Write the following groups of words on the board. Have
children identify the sentences. Have them tell whether the sentence
is a statement or a question. Finally, have them tell what punctuation
should end the sentence.
Tara helps me study (is a sentence; statement; period)
Sara and Jake are (is not a sentence)
How long has Ben been your friend (is a sentence; question;
question mark)
Mechanics: Capitalization and

Punctuation
Review Remind children that a sentence begins with a capital letter.
Remind them that a statement ends with a period and that a question
ends with a question mark.
Practice Have one partner “interview” the other by writing
questions, such as “What is your favorite TV show?” Help
children use correct punctuation. Then have the other
partner write statements to answer those questions.
Reteach Wrap Up the Week

If children have difficulty identifying complete sentences, ‡ Review the Essential Question and
statements, questions, or sentence punctuation, review the encourage children to discuss it using
use of each. Provide opportunities for children to practice the oral vocabulary words.
the skills in small groups, with a partner, or independently. ‡ Review the comprehension strategy
and skill.
Talk About It ‡ Review short a and short i.
Add New Ideas Have children work with a partner. Ask ‡ Use the High-Frequency Word Cards
COLLABORATE one partner to make a list of statements and then read each
to review the Words to Know.
one aloud. The partner builds on those ideas by writing
additional statements and then reading them aloud.
‡ Review the different purposes for
writing fiction.
LANGUAGE ARTS T63

D I F F E R E N T I AT E D I N S T R U C T I O N • S M A L L G R O U P
Approaching Level
Fiction
Cat and
Dog
Leveled Readers:
Cat and Dog Go
Digital
Before Reading
Preview and Predict
Fiction
by Jacqui Briggs Cat and

Dog
PD
PD
illustrated by Chris Vallo
PAIRED
Poetry
READ
Have children turn to the title page. Read the title and author name by Jacqui Briggs
PAIRED
READ Poetry
Leveled Reader
and have children repeat. Preview the selection’s illustrations. Prompt
Leveled
children to predict what the selection might be about. Readers
OBJECTIVES Review Genre: Fantasy

Ask and answer Have children recall that a fantasy is a made-up story with imaginary Detail Detail Detail
such questions as
who, what, where,
characters that cannot be real. In a fantasy, characters can do things
when, why, and how that they cannot do in real life.
to demonstrate Graphic
Organizer
understanding Essential Question
of key details in a
text. RL.2.1 Set a purpose for reading: Let’s read to find out how friends depend on
each other.
Use information
gained from the Remind children that as they read a selection, they can ask questions
illustrations and words about what they do not understand or want to know more about.
in a print or digital Retelling
text to demonstrate Cards
understanding of its During Reading
plot. RL.2.7 Guided Comprehension
As children whisper read Cat and Dog, monitor and provide guidance,
MATERIALS correcting blending and modeling the key strategies and skills.
Leveled Reader
Cat and Dog Strategy: Visualize
Remind children that as they read, they can visualize what is going on
in the story. Say: You can use the words and pictures to help you imagine
what is happening. Model using the strategy on page 6. Say: When
Dibs moves in, Cass hisses, “I hate dogs.” These words tell me that Cass is
unhappy that Dibs moved in. She also looks unhappy in the picture.
Skill: Key Details

Remind children that they can use the illustrations to understand key
details in a story. After reading, ask: What details are important? Display
a Key Details chart for children to copy.
T64 UNIT 1 WEEK 1

WEEK 1
Model recording children’s answer in the key details boxes. Have

children record the answers in their own charts. Literature
Think Aloud When Dibs moves next door to Cass, Cass looks Circles
unhappy and says that she hates dogs. Cass says similar things on Lead children in conducting
pages 8 and 9. This is an important detail. I will add it to my chart. a literature circle using the
Guide children to complete the key details chart. Then have them use Thinkmark questions to guide
the chart to talk about the characters and events in the story. the discussion. You may wish
to discuss what children have
learned about how friends
After Reading depend on each other from
both selections in the leveled
Respond to Reading reader.
Have children complete the Respond to Reading questions on page 16
after they have finished reading.
Retell
Have children take turns retelling the selection using the retelling cards
Level
Up
Fiction/
Fantasy
as a guide. Help children make a personal connection by asking: Have by Jacqui Briggs
by Louise A. Elli
illustrated s
you ever met a new friend? How do you and your friend help one another?
Fiction
Model Fluency Cat and

Dog
Read the sentences one at a time. Have children chorally repeat. PAIRED
R
READ
RE Poetry
Point out to children how to use tone of voice to express characters’

emotions, such as excitement. by Jacqui Briggs
PAIRED
Apply Have children practice reading with partners. Provide feedback READ Poetry
as needed.
IF Children can read Cat and Dog
Genre Poetry
Fiction
F
Approaching Level with fluency and

Compare Texts
Read about a squirrel and his uncle
who depend on each other.
Cat anndd correctly answer the Respond to
PA I R E D R E A D … Uncle Max
Dog Reading questions,
and I
THEN Tell children that they will read
another story about how friends help
“Uncle Max and I” When I was a baby, one another.
by Jacq ui Brig
my Uncle Max illus trat ed b gs
by Chr is Vall
o
Illustration: xxxxxxxx
played with me,
Make Connections gave me snacks.

17
PAIRED
READ Poetry • Use pages 6–7 of The Quest On Level to
model using the Graphic Organizer to
Before reading, point out that the genre of Leveled Reader identify key details in the text.
this text is poetry. It is also fantasy. Discuss
the Compare Texts statement. After reading, ask children to make • Have children read the selection,
connections between “Uncle Max and I” and Cat and Dog. checking their comprehension by
using the Graphic Organizer.
FOCUS ON GENRE
Children can extend their understanding of fantasy
stories by completing the activity on page 20.
APPROACHING LEVEL T65

Approaching Level
Phonemic Awareness
TIER
P H O N E M E C AT E G O R I Z AT I O N
2
OBJECTIVES Explain to children that they will be categorizing phonemes today. Listen
I Do
Categorize words by
as I say three words /biiig/, /piiit/, /haaat/. When I say big and pit, I can hear
phoneme. the /iii/ sound. Hat has the /aaa/ sound. Hat does not belong.
We Do
Listen as I say three words: cat, sit, map. Two words have the /aaa/ sound: cat
and map. The word sit does not have the /aaa/ sound. It does not belong.
Repeat this routine with the following examples:
sat, nap, pit man, pin, ran pig, van, map
You Do
It’s your turn. Which words go together and which word does not belong?
fan, hip, pin hat, win, tap kid, wig, can
Repeat the categorization routine with additional short a and i words.
TIER
PHONEME BLENDING
2
OBJECTIVES Explain to children that they will be blending sounds to form words. Say:
I Do
Blend sounds to form
Listen as I say two sounds: /aaa/ /t/. I’m going to blend the sounds together:
words. /aaa/ /t/, /aaat/, at. We blended the word at.
We Do
Listen as I say two sounds: /iii/ /nnn/. Repeat the sounds: /iii/ /nnn/. Let’s blend
the sounds together: /iii/ /nnn/, /iiinnn/, in.
Repeat this routine with the following words:
tip big pin sad map had
You Do
It’s your turn. I want you to blend the sounds I say together to form a word.
lip fin pit kit ham hat tap bag
Repeat the blending routine with additional short i and short a words.
You may wish to review Phonemic Awareness with ELL using this section.
T66 UNIT 1 WEEK 1

WEEK 1
P H O N E M E S E G M E N TAT I O N
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds today.
Listen as I say a word: at. I hear two sounds: /aaa/ and /ttt/. There are two
Segment words into
phonemes. sounds in the word at: /aaa/ and /t/.
We Do
Let’s do some together. I am going to say a word: /iiinnn/. How many sounds do
you hear? The sounds /iii/ and /nnn/ are in the word in.
pin it cap pat ship ran
You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.
hit pan man lap sip sap
For the ELLs who need phonics, decoding, and fluency practice, use
scaffolding methods as necessary to ensure students understand the meaning
of the words. Refer to the Language Transfer Handbook for phonics elements
that may not transfer in students’ native languages.
PHONEMIC AWARENESS T67

Approaching Level
Phonics
TIER
CO NNE C T i TO / i/ AND a TO / a /
2
OBJECTIVES Display the Word-Building Card i. This is lowercase i. I am going to trace the
I Do
Know and apply grade- letter i while I say /iii/, the sound that the letter i stands for. Trace the letter i
level phonics and while saying /iii/ five times. Repeat with the letter and sound for a, /a/.
word analysis skills in
decoding words. Now do it with me. Have children trace the lowercase i on the Word-
RF.2.3 We Do
Building Cards with their finger while saying /iii/. Trace the letter i five
times and say /iii/ with children. Repeat with the letter and sound for a, /a/.
You Do
Have children connect the letter i to the sound /i/ by tracing a lowercase
i with their finger, while saying /iii/. Once children have traced on paper
three times, they should then write the letter i while saying /iii/ three
times. Repeat for the letter and sound for a, /a/.
Repeat, connecting the letter i to the sound /i/ and the letter a to the sound
/a/ through tracing and writing each letter occasionally throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards: a,
i, b, c, d, f, g, h, j, k, ck, l, m, n, p, q, r, s, t, v, w, x, y, z. Have children chorally say
each sound. Repeat and vary the pace.
TIER
B LE ND WORDS WITH SHO R T i / i/ A ND a / a /
2
OBJECTIVES Display Word-Building Cards p, a, t. This is the letter p. It stands for /p/. Say it
I Do
Know and apply grade- with me: /p/. This is the letter a. It stands for /a/. Let’s say it together: /a/. This is
level phonics and the letter t. It stands for /t/. I’ll blend the sounds together: /paaat/, pat.
decoding words. We Do Guide children to blend the sounds and read: kit, at, if, big, can, tin.
RF.2.3
You Do
Have children blend and decode: hip, sat, rag, pit, lip, pin, sip, cat, hat, tag,
mitt, rip, lap, hit.
Repeat, blending additional short i and short a words.
You may wish to review Phonics with ELL using this section.
T68 UNIT 1 WEEK 1

WEEK 1
BUILD WORDS WITH SH O R T i / i/ A ND S H O R T a / a /
OBJECTIVES
I Do
Display Word-Building Cards a, t. These are the letters a and i. They stand for
Know and apply grade-
level phonics and
/a/ and /t/. I will blend /aaa/ and /t/ together: /aaat/, at. The word is at.
We Do
Now, let’s do one together. Make the word at using Word-Building Cards.
decoding words.
RF.2.3 Change the letter a to i. Let’s blend: /iiit/, it.
Place the letter s in front of it. I am going to place the letter s in front of the
Build and decode word it. Let’s blend and read the new word: /sss/ /iiit/, /sssiiit/, sit.
words with short a, i.
You Do Have children build the words: hit, pit, pin, tin, tip, tap, cap, cat, bat, hat.
Pat and Tim
Decodable Reader Introduce the Decodable Reader selection, Pat and Tim. Point
to the title. Have children sound out each word. Discuss the title and illustrations.
First Read Turn to page 1. Have children point to each word, sounding out
by Liane B. Onish
illustrated by Richard Torrey
decodable words and saying the high-frequency words quickly. Children should
chorally read the story the first time through.
BLE ND WORDS WITH SHO R T i / i/ A ND S H O R T a / a /
OBJECTIVES
I Do
Display Word-Building Cards p, i, n. These letters stand for the sounds /p/,
Know and apply grade- /iii/, and /nnn/. Listen as I blend all three sounds: /piiin/, pin. The word is pin.
level phonics and
We Do
Let’s do some together. Blend and read the words sip, pig, wag, ran, and fan
decoding words. with children.
RF.2.3
You Do
Display the following words: had, rap, bag, kiss, lip, and six. Have children
Pat and Tim blend and read the words.
Decodable Reader Have children reread the Decodable Reader selection.
Check Comprehension As children read, monitor their comprehension. Ask the
by Liane B. Onish
illustrated by Richard Torrey
following: How are Pat and Tim alike? What do Pat and Tim like to wear?
BLE ND WORDS WITH SHO R T i / i/ A ND S H O R T a / a /

Fluency in Connected Text
Have children review the Decodable Reader selection. Identify the short i and a words as needed. Have
children reread the selection on their own or with a partner.
PHONICS T69
Approaching Level
Structural Analysis
TIER
RE VIE W PLUR AL N OUNS WI T H - s, - es
2
OBJECTIVES Write cat. Read the word: /kaaat/. I look at the word cat and I know that I am
I Do
Know and apply grade- talking about one cat. I can add an -s to the end of the word. Now I know that
level phonics and
means “two or more” cats. When I add -s, it changes the meaning of the word.
decoding words. Write pig. Let’s read this word: /piiig/. How many animals am I talking about?
RF.2.3 We Do
Yes, just one. What can we do to the word to show that we are talking about
Read words with the more than one pig? We can add an -s. Let’s use pig and pigs in sentences.
inflectional ending -s.
You Do
Have children work with partners. Give them several words with and
without an inflectional -s ending. Children can work together to determine
which word means one, and which word means more than one.
Repeat Have children create sentences using plural nouns with -s.
TIER
R E T E AC H P LU R A L N O U N S W I T H - s, - es
2
OBJECTIVES Some words have an -es ending to mean more than one. These are words that
I Do
Know and apply grade- end in s, ss, ch, sh, and x. Write pass and passes. Read the word: /pasez/.
level phonics and This is the word passes. Underline the letters es in passes. I know that passes
decoding words. means "two or more" passes. Repeat with -s using the words tip and tips.
RF.2.3
We Do
Write kiss. Let's add -es. Say kisses: /kisez/. Let's use this word in a sentence:
Read words with the I gave my baby sister two kisses. Repeat this routine with the following
inflectional ending examples:
-s, -es.
wig hill hat pass lid ax
You Do
Have children add -s or -es to nouns bag, mat, gas, pin. Now it’s your turn.
Add -s or -es to each word, then say the word and use the word in a sentence.
Repeat Have children add endings -s or -es to form plural nouns.
T70 UNIT 1 WEEK 1

WEEK 1
High-Frequency
Words/Vocabulary
REVIEW HIGHFREQUENCY WORDS
OBJECTIVES
I Do
Use Word Cards 1–10. Display one word at a time, following the routine:
Know and apply grade-
level phonics and Display the word. Read the word. Then spell the word.
decoding words. We Do
Ask children to state the words and spell the word with you. Model using
RF.2.3 the word in a sentence and have children repeat after you.
Recognize and read Display the word. Ask children to say the word then spell it. When
grade-appropriate You Do
irregularly spelled
completed, quickly flip through the word card set as children chorally
words. RF.2.3.f read the words. Provide opportunities for children to use the words in
speaking and writing. For example, provide sentence starters such as
Review high-frequency My friends played with the . Ask children to write each word in their
words. Writer’s Notebook.
REVIEW VOCABULARY WORDS
OBJECTIVES
I Do
Display each Visual Vocabulary Card and state the word. Explain how the
Use words and phrases photograph illustrates the word. State the example sentence and repeat
acquired through the word.
conversations, reading
and being read to, Point to the word on the card and read the word with children. Ask them
and responding to We Do
to repeat the word. Engage children in structured partner talk about the
texts, including using
adjectives and adverbs image as prompted on the back of the vocabulary card.
to describe (e.g.,
When other kids are You Do
Display each visual in random order, hiding the word. Have children
happy that makes me match the definitions and context sentences of the words to the visuals
happy). L.2.6 displayed. Then ask children to complete Approaching Level Practice Book
page 1.
STRUCTURAL ANALYSIS/HIGHFREQUENCY WORDS/VOCABULARY T71

Approaching Level
Comprehension
TIER
R E A D F O R F LU E N C Y
2
OBJECTIVES Read the first paragraph of the Practice Book selection. Model reading
I Do
Read with sufficient with accuracy and with the appropriate rate and expression based on the
accuracy and text being read.
fluency to support
comprehension. Read the next few paragraphs and have children repeat each sentence
RF.2.4 We Do
after you. Point out how the correct expression in your voice can make the
Read on-level text text easier to understand.
appropriate rate, Have children read the rest of the selection aloud. Remind them to use
and expression on You Do
good expression as they read.
RF.2.4.b
TIER
I D E N T I F Y K E Y D E TA I L S
2
OBJECTIVES Remind children that they have been reading a fantasy. Tell them that
I Do
Identify the main topic when they read a fantasy, they should identify key details that tell about
of a multiparagraph the animals or people in a story and what happens in a story. When
text as well as the
focus of specific
we read a fantasy, we look for important information in the words and
paragraphs within the illustrations.
text. RI.2.2
We Do
Read the first few paragraphs of the Practice Book selection aloud. Pause
Identify key details in to point out the most important details and explain to children why they
fictional text. are important. What problem does Squirrel have? Whom does he ask for
help? How does he solve his problem? These key details will help you better
understand the story.
You Do
Guide children to read the rest of the Practice Book selection. After each
page, prompt them to identify any important details.
T72 UNIT 1 WEEK 1

WEEK 1
R E V I E W K E Y D E TA I L S
OBJECTIVES
I Do
Remind children that fantasy texts are understood through their key
Read with sufficient details. Key details are bits of important information that tell about the
accuracy and people or animals in a story and what happens in a story.
fluency to support
comprehension.
We Do
Read the first few paragraphs of the Practice Book selection together.
RF.2.4 Pause to point out key details on each page. Who is this story about? What
Read on-level text problem does Squirrel have? These are the key details of the text.
with purpose and
understanding.
You Do
Stop reading on page 4 and say: What important details are on this page?
RF.2.4.a Who helps Squirrel? How do the friends help each other out? Record each
detail on a Key Details chart. Help children determine which details are
Apply skill to identify
key details in a text. important, or key, and which are not. Continue having children add key
details.
SELFSELECTED READING
OBJECTIVES Read Independently

Read with sufficient Have children pick a fiction or fantasy selection that they have read for
accuracy and
fluency to support
sustained silent reading. Remind them that:
comprehension. ‡ they should look for the key details in the words and illustrations.
RF.2.4
Read on-level text
‡ it is important to visualize what is happening in the story so they can
with purpose and better understand it.
understanding. ‡ as they read, they should pay special attention to how the key details
RF.2.4.a
help them understand the story.
Apply the strategy and
skill to reread text. Read Purposefully
Have children record the important details on the Key Details chart. After
reading, guide children to participate in a group discussion about the
selection they read. Guide children to:
‡ share the information they recorded on their Key Details chart.
‡ tell what they visualized as they read the story.
‡ tell what the story was mainly about and the key details that helped
them determine that.
COMPREHENSION T73
On Level
Fiction/
Fantasy
by Jacqui Briggs
illustrated
by Louise A. Elli
s
Leveled Readers:
The Quest Go
Digital
Before Reading
Fiction/
Fantasy
Preview and Predict by Jacqui Briggs

illustrated
by Louise A. Elli
PD
PD
s
PAIRED
READ Poetry
Have children turn to the title page. Read the title and author name PAIRED
READ Poetry
Leveled Reader and have children repeat. Preview the selection’s illustrations. Prompt
Leveled
OBJECTIVES Review Genre: Fantasy

Ask and answer
Have children recall that a fantasy is a made-up story with characters, Detail Detail Detail
such questions as
who, what, where, such as talking animals, that cannot exist in real life.
when, why, and how
to demonstrate Essential Question Graphic
Organizer
understanding
of key details in a
Set a purpose for reading: Let’s read to find out how friends depend on
text. RL.2.1 each other.
Use information Remind children that as they read a selection, they can ask questions
gained from the about what they do not understand or want to know more about.
illustrations and
words in a print Retelling
or digital text During Reading Cards
to demonstrate
understanding of its Guided Comprehension
characters, setting, or As children whisper read The Quest, monitor and provide guidance,
plot. RL.2.7
correcting blending and modeling the key strategies and skills.
MATERIALS Strategy: Visualize

Leveled Reader Remind children that as they read, they can visualize what is going on
The Quest
in the story. Say: The words and illustrations in a story can help you make
pictures in your mind about the story. This helps you understand the story.
Model using the strategy on page 3: You can tell what Fox and Deer look
like. Fox looks shy, and the text said he is nervous. This helps me to visualize
the character as I read.
Skill: Key Details

Remind children that key details tell about the characters, setting,
and events in fictional stories. After reading, ask: What are the story’s
important, or key, details? Display a Key Details chart for children to copy.
T74 UNIT 1 WEEK 1

WEEK 1
Model recording answers for children. Have children record the

answers in their own charts. Literature
Think Aloud As I read Chapter 1, I think about whether the details I Circles
am reading are important to the story. There seems to be some sort of Lead children in conducting
contest going on, and the contestants are being called to the stage to a literature circle using the
pick up a list. Let's add this to the Key Details chart. Thinkmark questions to guide
Once the selection is finished, prompt children to complete the chart. the discussion. You may wish
learned about how friends
After Reading depend on each other from
both selections in the leveled
Respond to Reading reader.
after reading.
Retell
Have children take turns retelling the selection. Help children make a
Level
Up
Fiction/
Fantasy
personal connection by asking: Have you ever been in a contest or game

where you worked together with a friend? How did you help each other?
Fiction/
Fantasy
Model Fluency by Jacqui Briggs

illustrated
by Louise A. Elli
s
by Jacqui Briggs
illustrated byy Dan McGeehan
Read the sentences, one at a time. Have children chorally repeat. Point PAIRED
RE
READ Poetry
Poetr
out that your voice goes up at the end of a question, and that you
express excitement when a sentence ends in an exclamation point.
PAIRED
Apply Have children practice repeated reading with partners. Provide READ Poetry
feedback as needed. Fiction/

F
Fantasy
F
/
Genre Poetry IF Children can read The Quest On Level

Compare Texts
Read about boys who depend on
each other.
by Jacqui Brig
gs
with fluency and correctly answer the
PA I R E D R E A D … Together
illustrated by Louise
A. Ell
is
Respond to Reading questions,
Cam and Mitch live on the block.
They work and play around the clock.
“Mitch, there’s
work to be done!”
“Together” another selection about friends who
depend on each other.
Mitch and Cam roll up their sleeves.
They work very hard to fill bags
• Use pages 2–3 of Class Pets

PAIRED
Make Connections with leaves.

17
READ Poetry
Before reading, ask children to note Beyond Level to model using the
Leveled Reader
that the genre of this text is poetry. Graphic Organizer to identify key
Discuss the Compare Texts statement. After reading, ask children to details in the text.
make connections between what they learned about friendship from • Have children read the selection,
“Together” and The Quest. checking their comprehension by
FOCUS ON GENRE
ON LEVEL T75
On Level
Phonics
BUILD WORDS WITH S HOR T i a n d S H O R T a
OBJECTIVES Display Word Building Cards b, i, g. These are the letters b, i, g. They stand
I Do
Know and apply grade- for /b/ /iii/ and /g/. I will blend /b/ /iii/ and /g/ together: /biiiig/, big. The word
level phonics and is big. Repeat with a word with the short a sound, such as bag.
decoding words. Now, let’s do one together. Make the word pat using Word-Building Cards. Let’s
RF.2.3 We Do
blend: /paaat/. Now let’s change the p to a c. Blend the word with me again:
Build and decode /kaaat/.
words with short i and
short a.
Change the letter c to m. I am going to change the letter c in cat to the letter
m. Let’s blend and read the new word: /m/ /aaa/ /t/, /maaat/, mat. The new
word is mat.
You Do
Have children build and blend the words: map, tap, lap, lip, lit, sit, pit, pan.
Fluency in Connected Text Have children read this week's Decodable
Reader, Pat and Tim.
Vocabulary
REVIEW WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review each vocabulary word. Point
I Do
Use words and phrases to each word, read it aloud, and have children chorally repeat it.
acquired through
We Do
Guide children to use the Define/Example/Ask routine for each
and being read to, Vocabulary word using their Response Boards. Ask sample questions to
and responding to
help children respond and explain their answers.
adjectives and adverbs
You Do
Have children work with a partner to do the Define/Example/Ask routine
to describe (e.g., When
other kids are happy on their own for the remaining vocabulary words. Then have children
that that makes me write sentences about this week’s stories. Each sentence must contain at
happy). L.2.6 least one vocabulary word.
T76 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES
I Do
Remind children that fiction or fantasy texts are made-up stories. Tell
Ask and answer such children that a fiction story can be understood through its key details, or
questions as who, what, important details in the text and illustrations.
where, when, why and
how to demonstrate
We Do
Read the first few sentences of the Practice Book selection, “A Bicycle Built
understanding of key for Two,” aloud. Pause to point out the key details. Identify the details and
details in a text. RL.2.1
prompt children to say why they are important. What information helps me
Identify the key details understand the passage best? Is it important that Squirrel needs help to fix his
in a text. bike? What is Fox doing?
You Do
Guide children to read the rest of the Practice Book selection. Remind
them to identify the important details as they read. Have children explain
why these details are important in the text.

Have children pick a fiction or fantasy selection that they have read for
accuracy and
fluency to support sustained silent reading. Remind them to:
comprehension.
RF.2.4
‡ use key details to help them understand the character, setting,
and events.
Read on-level text
with purpose and ‡ visualize in their minds the events of the story to understand it better.
understanding.
RF.2.4.a
Read Purposefully
Apply the strategy and Have children record the key details on a Key Details chart. After reading,
skill to reread text. guide partners to:
‡ tell how they knew it was a fantasy story.
‡ share what they visualized as they read about the characters and events
in the story.
PHONICS/VOCABULARY/COMPREHENSION T77
Beyond Level
Leveled Readers:
Fiction/
Fantasy
Class Pets Go
Digital
Before Reading
Preview and Predict
by Jacqui Briggs
illustrated by Dan McGeehan
Fiction/
Fantasy
PAIRED
READ Poetry
Read the title and author name. Have children preview the title page PD
PD
PD by Jacqui Briggs
illustrated by Dan McGeehan
and the illustrations. Ask: What do you think this book will be about? Do
PAIRED
Poetry
READ
Leveled Reader you think this is a true story? Why or why not? Leveled Readers
Review Genre: Fantasy

OBJECTIVES
Ask and answer
Have children recall that fantasy stories are fictional stories that could
Det
Detail
De il Detaill
Deta Detail
D etai
tail
such questions as not happen in real life. The characters may have special powers that Detail Detail Detail
who, what, where, could not exist in real life.

when, why, and how
Graphic
to demonstrate Essential Question Organizer
details in a text. Remind children of the Essential Question: How do friends depend on
RL.2.1 each other? Have children set a purpose for reading by saying: What do
Use information you want to find out about friendships as you read this book?
gained from the
illustrations and Remind children that as they read a selection, they can ask questions
words in a print about what they do not understand or want to know more about.
or digital text
to demonstrate
understanding of its During Reading
plot. RL.2.7 Guided Comprehension
Have children whisper read Class Pets. Have them place self-stick notes
MATERIALS
next to difficult words. Remind children that when they come to an
Leveled Reader
unfamiliar word, they can look for familiar spellings. They will need to
Class Pets break longer words into smaller chunks and sound out each part.
Monitor children’s reading. Stop periodically and ask open-ended
questions to facilitate rich discussion, such as: What is unusual about
these class pets? Build on children’s responses to develop a deeper
understanding of the text.
Strategy: Visualize
Remind children that, as they read, they can visualize what is going on
in the story. Say: As you read, try to picture the story in your mind. Think
about what the characters look like and what they are doing.
T78 UNIT 1 WEEK 1

WEEK 1
Skill: Key Details

Remind children that as they read, they should look for key details to Literature
help them understand the events of the story. Children can use both Circles
the words and illustrations to find these key details. After reading, ask: Lead children in conducting
What are the book’s key details? Then ask: How do the key details help you a literature circle using the
understand the story? Display a Key Details chart for children to copy. Thinkmark questions to guide
Model how to fill in the information. Have children fill in their chart. the discussion. You may wish
Think Aloud As I read, I will look for the key details. These will be learned about how friends
clues I can find in the illustrations and text that help me tell what the depend on each other from
story is about. both selections in the leveled
reader.
After Reading
Respond to Reading
after reading.
Retell
Have children take turns retelling the selection. Help children make
a personal connection by writing about the personality traits of their
own friends. Say: Write about ways that your friends show that they are
brave or loyal. What other words tell about what your friends are like? Gifted and Talented
Genre Poetry
Fictio
Fiction
Fantasy
Fanta
n/
sy
/
SYNTHESIZE Challenge
Compare Texts
Read about what friends do. students to think of ways that real-
PA I R E D R E A D … Wha t life animals depend on each other
Friends
like friends do. Children should
Do give one example and write a few
“What Friends Do” by Jacquui BBrigg
illustrated by Dan
rig s
Dan McGe
M ehan
sentences to describe how the
Monday—
We take her dog for a walk.
animals depend on each other.
Make Connections
Tuesday— PAIRED
Illustrator: xxxxxxx
READ Poetry
EXTEND Have children use

Whenever I’m sad, we talk.
17
Before reading “What Friends Do,” have Leveled Reader nonfiction classroom books about
children preview the title page and animals to help them do their
prompt them to identify the genre. Discuss the features of poetry. Then research.
discuss the Compare Texts statement. After reading, have children
work with a partner to discuss “What Friends Do” and Class Pets. Ask
children to make connections by comparing and contrasting how
friends help each other in each selection.
FOCUS ON GENRE
BEYOND LEVEL T79

Beyond Level
Vocabulary
REVIEW DOMAINSPECIFIC WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words
Model
Use words and phrases depend and actions. Write social studies-related sentences on the board
acquired through using the words.
and being read to. Write the words adventure and janitor on the board and discuss the
L.2.6
meanings with children. Then help children write sentences using
these words.
Apply
Have children work in pairs to review the meanings of the words peered
and nervously. Then have partners write sentences using the words.
OBJECTIVES
Model
Read aloud the first page of the Comprehension and Fluency passage on
Know and apply grade- Beyond Level Practice Book pages 3–4.
level phonics and
words analysis skills in Think Aloud When I read the first page, I want to understand the word
decoding words. continued. Two clues helps me: the root word "continue" and the ending
RF.2.3
-ed help me understand that the word means "went on."
Use a known root
word as a clue to
With children, read the next page. Help them use the inflectional ending
the meaning of an to figure out the meaning of the words explained and sighed.
unknown word with
the same root (e.g., Apply
Have pairs of children read the rest of the story. Ask them to use their
addition, additional). knowledge of root words and inflectional endings to determine the
L.2.4c meaning of the following words: turned, oiled, climbed.
Gifted and Shades of Meaning Using their definition of the words nervously and
Talented
afraid, have partners write an explanation of the difference between the
two words. Have them use artwork to depict the two words.
T80 UNIT 1 WEEK 1

WEEK 1
Comprehension
OBJECTIVES Model
Remind children that key details in a passage help the reader understand
Ask and answer such the story. Key details can be about the characters, setting, or events in a
questions as who, what, passage. Key details can be found in the illustrations and also in the text.
where, when, why, and
how to demonstrate Have children read the first few sentences of the Comprehension and
understanding of key Fluency passage of Beyond Level Practice Book pages 3–4. Ask open-
details in a text.
RL.2.1
ended questions to facilitate discussion, such as: Is this information a key
detail for understanding the story? Children should support their responses
with details in the text.
Apply
Have children identify the key details in each paragraph in the rest of
the passage as they independently fill in a Key Details chart. Then have
partners use their work to determine the key details of the whole passage.

Ask and answer such Have children choose a fantasy book for sustained silent reading.
questions as who, what,
where, when, why, and ‡ As children read, have them fill in a Key Details chart.
how to demonstrate
understanding of key ‡ Remind them to reread difficult sections of the text.
details in a text.
RL.2.1
Read Purposefully
Reread difficult Encourage children to keep a reading journal. Ask them to read different
sections in a books in the fantasy genre in order to learn about the variety of characters
text to increase
and subjects covered by the genre.
understanding.
‡ Children can write summaries of the books in their journals.
‡ Ask children to share their reactions to the books with classmates.
Gifted and Independent Study Challenge children to discuss how their books relate
Talented
to the weekly theme of friendship. Have children compare the way friends
depend on each other in the different selections they have read.
VOCABULARY/COMPREHENSION T81
English Language Learners
Shared Read
Little Flap Learns to Fly Go
Digital
Before Reading
Build Background
Read the Essential Question: How do friends depend on each other?
PD
PD
Essential Question
each other?
on his friends.
Tim Beaumont
22
022-027_CR14_SI2_U1W1_MR_118866.indd 22 11/17/11 9:36 AM
‡ Explain the meaning of the Essential Question: When you depend on

Little Flap
Reading/Writing a friend, you rely on, or trust, that friend to help you. For example, you Learns to Fly
Workshop
might depend on a friend to help you with your homework.
‡ Model an answer: Friends work together as a team. They depend on
OBJECTIVES
each other for help. Detail Detail Detail

accuracy and ‡ Ask children a question that ties the Essential Question to their
fluency to support own background knowledge: Turn to a partner and think of a way Graphic
comprehension. friends depend on each other. How do you depend on a friend? Call on Organizer
RF.2.4
several pairs.
Read on-level text
with purpose and
understanding. During Reading
RF.2.4.a
Interactive Question Response
Ask and answer
such questions as ‡ Ask questions that help children understand the meaning of the text
who, what, where, after each paragraph.
when, why, and how
to demonstrate
‡ Reinforce the meanings of key vocabulary providing meanings
understanding of key embedded in the questions.
details in a text. ‡ Ask children questions that require them to use key vocabulary.
RL.2.1
‡ Reinforce strategies and skills of the week by modeling.
Use information
gained from the
illustrations and words
in a print or digital
text to demonstrate
plot. RL.2.7
ACADEMIC
LANGUAGE
reread, key details,
visualize
T82 UNIT 1 WEEK 1

WEEK 1
Little Flap Learns to Fly Listen to this sentence: If you fall, Tuff and I will
rescue you. “Rescue” means “to save.” Do you think
Pages 22-23 this makes Little Flap feel better? (Yes.) Why? (He
knows that his friends will help him.)
Point to the title. Listen as I read the title of the
selection. Point to each word as you read it. What
Are Tuff and Fluff friends that Little Flap can
is the title? (Little Flap Learns to Fly) Little Flap is the
depend on? (Yes.) How do you know? (They will help
name of one of the characters in the selection.
him. They will rescue him if he falls.)
Point to the birds in the illustrations. These animals
are birds. Little Flap is a bird. Say bird with me: bird. Pages 26
The birds are in a tree. Point to Little Flap and his
friends Tuff and Fluff. This is Little Flap and these are Let’s use the illustrations to picture what is
his friends Tuff and Fluff. Let’s read the story to find happening on these pages. What are the birds
out how the friends depend on each other. doing? (They are jumping out of the tree and
flying.) Where will they land? (They’ll land on
Page 24 the grass.)
This story tells about Little Flap. He is afraid to learn

How does Flap feel after flying for the first
how to fly. Look at the illustrations. Which bird looks
time? (He feels good. He can depend on his friends
afraid? (the green bird)
to help him. He likes flying!)
Listen as I read these sentences from the story: Tuff
and Little Flap watched Fluff. Then they copied Page 27
her actions. What does it mean to copy someone’s
actions? (It means to do what that person does.) Explain and Model the Phonics Read this
The friends learn from each other. That’s how they sentence: Then they flapped their wings fast and
depend on each other. jumped. Listen carefully. Raise your hand when
Explain and Model the Strategy Help children you hear a word that has the /a/ sound. (flapped,
to visualize what is happening in the story. Point fast) Now let’s practice saying each word together:
to the illustrations to help them understand flapped, fast.
what the characters look like. Here are Flap and
his friends. I can picture them in my mind. I can After Reading
picture them trying to jump out of the nest to fly for
the first time. Visualizing helps me understand the Make Connections
story better. ‡ Review the Essential Question.
Page 25
Listen as I read these sentences: Soon it was time

to fly. Little Flap could no longer keep his feelings
a secret. He asked, “Will I fall? I don’t want to get
hurt.” How does Little Flap feel? (afraid, scared)
ENGLISH LANGUAGE LEARNERS T83


Fantasy
by Jacqui Briggs
illustrated
by Louise A. Elli
s
Leveled Reader:
The Quest Go
Digital
Before Reading
Preview
Fantasy
by Jacqui Briggs
by Louise A. Elli
illustrated s
PAIRED
READ Poetry
Read the title. Ask: What is the title? Say it again. Repeat with the author’s
P
PD PAIRED
READ Poetry
Leveled Reader
name. Tell children that a quest is “a long search or journey for something
Leveled
or someone.” Preview the selection’s illustrations. Have children describe Readers
the images. Use simple language to tell about each page. Follow with
OBJECTIVES questions, such as: Who are the animal friends in this story?
Ask and answer
ESSENTIAL QUESTION Detail Detail Detail
such questions as
who, what, where, Remind children of the Essential Question. Say: Let’s read to find out
when, why, and how how these friends depend on each other. Encourage children to seek
clarification when they encounter a confusing word or phrase. Organizer
details in a text.
RL.2.1 During Reading
Use information Interactive Question-Response
gained from the
illustrations and Pages 2–3 Point to the badger in the illustrations. This is an animal
words in a print called a badger. Point out the deer, fox, and bird. Have children name Retelling
to demonstrate these animals. Then say: The animals are on a quest. A quest is a journey Cards
understanding of its to look for something. Fox is getting the list with a series of tests, which are
plot. RL.2.7 things that the team must do. How does Fox look when he gets the list? (Fox
looks shy or nervous.)
MATERIALS
Pages 4–5 What are the animals reading on this page? (They are
Leveled Reader
reading a list of what they have to do in the quest.) The directions have
The Quest clues. Have you ever played a game with clues? What have you played?
Pages 6–7 Fox is still afraid in this story. What is he afraid to do on these
pages? (He is afraid to cross the river.) Why? (He doesn’t want to get
wet.) How does Bird help his friends? (Bird finds a place to cross.)
Pages 8–9 Look at the illustration on page 8. How does Deer help Fox?
(Deer carries Fox across the river.) What do the characters do on page 9?
(They try to figure out the second clue.)
Pages 10–11 What do the animals have to find? (They have to find a
rare flower.) How does Fox help his friends? (He finds a rare flower.)
Pages 12–13 Read page 12 with children. Then tell them to look at
the illustration on page 13. Ask: What do you think the friends will climb?
T84 UNIT 1 WEEK 1

WEEK 1
(They will climb a mountain.) Then read page 13 with children. Ask:
Why is Fox scared of climbing Mount Sid? (Mean wolves live there.) Literature
Pages 14–15 On page 15, we find out how each animal helped his or her Circles
friends. Let’s read the page together. Point to each animal and say its name. Lead children in conducting
a literature circle using the
After Reading Thinkmark questions to guide
the discussion. You may wish
Respond to Reading to discuss what children
have learned about how
Have children complete the Respond To Reading questions on page 16.
friends depend on each other
Pair children with peers of varying language abilities. from both selections in the
leveled reader.
Retell
Model retelling using the Retelling Card prompts. Then guide children
to retell the selection to a partner.
Fluency: Expression Level

Up
Fiction/
Fantasy
Read the sentences in the book, one at a time. Help children echo-read by Jacqui Briggs
the pages expressively and with appropriate intonation. Model using

by Louise A. Elli
illustrated s
your voice to show that excitement. Fantasy
by Jacqui Briggs
by Louise A. Elli
illustrated s
Apply
P
PAIRED
R
RE
READ
REA Poetry
Poet
Have children practice reading with a partner. Pair children with peers
of varying language abilities. Provide feedback as needed.
PAIRED
READ Poetry
Fantasy
F
Genre Poetry
Compare Texts
Read about friends who depend on
each other. by Jacqui Brig
illustrated by Louise
gs IF Children can read The Quest ELL Level
PA I R E D R E A D … It Takes a
A. Ell
is
Insert Photo Credits here
Friend with fluency and correctly answer the

Respond to Reading questions,
“It Takes a Friend” sheet
It takes a friend to fold a sheet

To help you make it flat and neat.
THEN Tell children that they will read a
more detailed version of the same story.
PAIRED
Make Connections 17
READ Poetry
• Use pages 2–3 of The Quest On Level to

Before reading, tell children that this text Leveled Reader model using the Graphic Organizer to
is a poem, not a fantasy. Then discuss list key details in the text.
the Compare Texts statement. After reading, ask children to make • Have children read the selection,
connections between “It Takes a Friend” and The Quest. Prompt children checking their comprehension by
by providing sentence frames: In friends helped each other by . using the Graphic Organizer.
FOCUS ON GENRE


Vocabulary
P R E T E AC H V O C A B U L A R Y
OBJECTIVES Preteach vocabulary from “Little Flap Learns to Fly,” following the
I Do
Use words and phrases Vocabulary Routine found on the Visual Vocabulary Cards for words
acquired through actions, afraid, depend, nervously, peered, perfectly, rescue, and secret.
and being read to. After completing the Vocabulary Routine for each word, point to the
L.2.6 We Do
word on the Visual Vocabulary Card and read the word with children. Ask
Preteach vocabulary children to repeat the word.
words.
You Do
Have children work with a partner to use two words in sentences or
questions. Then have each pair read the sentences aloud.
LANGUAGE
OBJECTIVE Beginning Intermediate Advanced
Use vocabulary words Help children write the Ask children to write Challenge children to
sentences and read them one sentence and one write one sentence and
aloud. question. one question for each
word.
REVIEW VOCABULARY
OBJECTIVES Review this week’s vocabulary words. Read each word aloud pointing to
I Do
Use words and phrases the word on the Visual Vocabulary Card. Have children repeat after you.
acquired through
Then follow the Vocabulary Routine on the back of each card.
and being read to. Define each word without revealing the word. Have children guess which
L.2.6 We Do
word you are defining.
Review vocabulary
You Do
In pairs, have children make a list of clues for each word. Ask them to read
words.
their clues aloud to the class to guess the word.
LANGUAGE Beginning Intermediate Advanced

OBJECTIVE Help children use two Have children create a Have children work in
Use vocabulary words. or three of the words to crossword puzzle using all pairs to create flash cards
create a simple crossword vocabulary words and the with the word on one side
puzzle. clues they created. and its definition on the
other side.
T86 UNIT 1 WEEK 1

WEEK 1
OBJECTIVES
I Do
Read aloud the last paragraph on page 24 of “Little Flap Learns to Fly."
Identify frequently Point out that the word watched has the inflectional ending -ed. Remind
occurring root words children that to understand the meaning of a word they do not know, they
(e.g., look) and their
can separate the root word from the ending.
inflectional forms
(e.g., looks, looked, Think Aloud I know that the root word watch means “to look at someone
looking). L.1.4c
or something very carefully.” The ending -ed means that this action
Review inflectional happened in the past. The word watched means “looked at something or
endings. someone very carefully in the past.”
We Do
Tell children that the word seem means “how something appears to be.”
LANGUAGE Then ask a volunteer to tell what the word “seemed” means.
OBJECTIVE
Use inflectional You Do
In pairs, have children use what they learned to write definitions for the
endings. words jumped and lifted on page 26.
Help children identify and Ask children to explain Have children locate two
define the root words in how they used the more words in the story
the words. Work with them inflectional ending -ed to with the inflectional
to tell what the inflectional define each word. ending -ed. Help them
ending -ed means. explain how the skill helps
them define each word.
ADDITIONAL VOCABULARY
OBJECTIVES
I Do
List academic language from “Little Flap Learns to Fly:” fantasy, details; and
Use knowledge of additional vocabulary words from “The Quest:” quest, wondered. Define
language and its each word for children: A quest is a long search for something.
conventions when
writing, speaking,
We Do
Model using the words for children in a sentence: I am on a quest to find my
reading, or listening. lost library book. Then provide sentence frames and complete them with
L.2.3
children: I am on a quest to .
Use academic language.
You Do
Have pairs take turns dictating sentences with the words.

OBJECTIVE Provide children with Have one partner quick- Have partners write a
Use inflectional sentence starters. Guide draw a word. The other paragraph using the
endings. them in writing and saying partner guesses the words. Have them read
their sentences. word, then uses it in the their paragraphs aloud to
sentence. another pair of children.
VOCABULARY T87

Writing/Spelling
W R I T I N G T R A I T: I D E A S
OBJECTIVES Explain that writers share their ideas by giving details about one thing or
I Do
Write narratives in one event at a time. Write and read these sentences: I helped my friend.
which they recount a I helped my friend learn to kick a soccer ball. Have children tell which
well-elaborated event
or short sequence of sentence gives details about the event. Have them add other details.
events, include details
to describe actions, We Do
Read the first sentence of “Little Flap Learns to Fly,” emphasizing the word
thoughts, and feelings, happy. Ask children which word gives the best detail about how Little Flap
use temporal words feels. (happy) Repeat the exercise with the first sentence from page 24.
to signal event order,
and provide a sense of You Do
Have children write a sentence about a time they helped a friend. Remind
closure. W.1.3 them to use words that give details about one thing or one event.
ACADEMIC
Provide a sentence frame Ask children to describe Ask children to describe
LANGUAGE
to copy and complete. how they met their best friends. Elicit details. How
details, order friend. does your friend help other
people?
WO RD S WITH SHORT a, S H O R T i
OBJECTIVES Read aloud the Spelling Words on T14. Segment the sounds in each word.
I Do
Know and apply grade- Point out the short /i/. Read aloud, segment, and spell the remaining
level phonics and
words and have children repeat with the short a sound.
decoding words.
We Do
Read the first sentence from Dictation Routine on page T14 aloud. Then,
RF.3.3
read the short i word slowly and ask children to repeat. Have them write
the word. Repeat for the remaining sentences and for the short a sound.
LANGUAGE
OBJECTIVES
You Do
Display the words. Have children work with a partner to check their
Spell words with short spelling lists. Have children correct misspelled words on their list.
/a/ and /i/ sounds.
Help children copy After children have Challenge children to
the words with correct corrected their words, think of words that have
spelling and say the word. have pairs quiz each other. the short i or a sound.
T88 UNIT 1 WEEK 1

WEEK 1
Grammar
SENTENCES
OBJECTIVES
I Do
Review that a sentence tells a complete thought or idea. Write the
Demonstrate command following sentences on the board: Who is your friend? Sam is my friend.
of the conventions Read the sentences. Point out the two types of sentences, a statement and
of standard English
grammar and usage
a question. Say: Each of these sentences ends in a different symbol. The first is
when writing or a question mark. The second is a period.
speaking. L.1.1
We Do
Write the sentence frames on the board. Have children read the sentences
and tell whether each is a statement or a question. Have them say: The
LANGUAGE sentence is a .
OBJECTIVE
Recognize that words Where is Luis?
make up sentences. Luis is my friend.
Luis lives on Maple Street.
Grades K-6
You Do
Write the following sentence frames on the board.
Language The friends What do the friends
Transfers
Handbook
Pair children and have them complete each sentence frame by providing
details from this week’s readings. Have them end each sentence with a
period or a question mark. Circulate, listen in, and take note of each child’s
ELL Language language use and proficiency.
Transfers
While all other Beginning Intermediate Advanced

languages use the Describe the illustrations Ask children to tell Ask children to describe
concept of the in “Little Flap Learns to whether each sentence the illustrations by using
sentence, some other Fly.” Ask: What are the they made is a statement both statements and
languages differ in friends doing? Model a or a question. Ask them questions. Tell them to
their punctuation. response by completing to explain which sentence explain what makes each
Provide extra support the statement or question should end in a period sentence a complete
by pointing out in the You Do section. and which should end in a thought or idea.
the punctuation Help children identify the question mark.
marks that make complete thought in the
up sentences, sentence.
such as the period,
exclamation point,
and question mark.
WRITING/SPELLING/GRAMMAR T89
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: WRITING:

Key Details RL.2.1 Inflectional Endings L.1.4c Writing About Text RL.2.1
Grade 2
Assessment Includes
Weekly
Assessment ‡ Pencil-and-Paper administration
PD ‡ Online administration
State Standards
‡ Approaching-Level Weekly
Assessment also available
Grades 1-6
Fluency Goal 41 to 61 words correct per minute (WCPM)
Accuracy Rate Goal 95% or higher
Fluency Administer oral reading fluency assessments using the
Assessment
following schedule:
State Standards
‡ Weeks 1, 3, 5 Provide Approaching-Level children at least
three oral reading fluency assessments during the unit.
‡ Weeks 2 and 4 Provide On-Level children at least two oral
reading fluency assessments during the unit.
‡ Week 6 If necessary, provide Beyond-Level children an oral
reading fluency assessment at this time.
Also Available: Selection Tests online PDFs
Go Digital! http://connected.mcgraw-hill.com
T90 UNIT 1
WEEK 1
Using Assessment Results
TESTED SKILLS
T If … Then …
Children answer 0–6 … assign Lessons 10–12 on Key Details from
COMPREHENSION multiple-choice items the Tier 2 Comprehension Intervention online
correctly … PDFs.
Children answer 0–6 … assign Lessons 103–104 on Inflectional

VOCABULARY multiple-choice items Endings from the Tier 2 Vocabulary
correctly … Intervention online PDFs.
Children score less than … assign Lessons 10–12 and/or Write About
WRITING “3” on the Constructed Reading Lessons from Section 13 of the Tier 2
response … Comprehension Intervention online PDFs.
Children have a WCPM … assign a lesson from Section 1, 9, or 10 of

score of 36–40 … the Tier 2 Fluency Intervention online PDFs.
Children have a WCPM … assign a lesson from Sections 2−8 of the

score of 0–35 … Tier 2 Fluency Intervention online PDFs.
TIER TIER
Use children’s assessment results to assist you in identifying children
who will benefit from focused intervention.
Use the appropriate sections of the Placement and Diagnostic
Assessment to designate children requiring a Tier 2 and Tier 3 level of
intervention.
PROGRESS MONITORING T91

WEEKLY OVERVIEW
TEACH AND MODEL

TEACH MODEL

aside Shared Read “Maria Celebrates Brazil,” 38–43
culture Genre Realistic Fiction
Lexile 460L
fair
invited
language
plead Comprehension Strategy ..................... Visualize, T124–T125
scurries Comprehension Skill .............................. Character, Setting, Events, T126–T127

Genre ............................................................. Realistic Fiction, T136–T137
share
Vocabulary Strategy ............................... Root Words, T138–T139
Writing Traits .............................................. Organization, T114–T115
Grammar ...................................................... Commands and Exclamations, T116–T117
Go
Digital
T92 UNIT 1 WEEK 2

FRIENDS AND FAMILY
Essential Question
How are families around the
world the same and different?
WEEK 2
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Big Red Lollipop, 34–53 “A Look at Families,” 56–59
Genre Fiction Genre Expository Text
Lexile 410L Lexile 480L
Differentiated Text

Plunk
Lexile 200L
Genre Fiction
Lexile 480L
Classroom Library
WEEKLY OVERVIEW T93

TEACH AND MANAGE
How You Teach

Families Around the World “Maria Celebrates Brazil” Big Red Lollipop
Minilessons A Look at Families
Visualize, Character, Setting, Events,
Realistic Fiction, Root Words, Writing
Student
Traits Anthology
Workshop
34–35


PDF Online
11–20 Leveled Readers
Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Character, Setting, Events Short e, Short o, Short u
Fluency

Strong Openings Cultures Are Alike
and Different

Vocabulary
Phonics, p. 12
Comprehension
Comprehension and
Contracts Unit 1 • Week 2 • Families Around the World 3
Goo Online
On
Onl
O nl To-Do List Leveled
Lev
Le
Level Activities
ev Writer's
Wr Workspace
Digitall

WEEK 2
Leveled Readers Country Comparison, T148–149
Text Connections
Compare How Families
Celebrate, T150
Write About Reading
Weekly Assessment
13–24


2
( More
6 Activities
on back
2 2
TEACH AND MANAGE T95

READING
Build Background Families Around the World, Oral Language Families Around the World, T118
T100–T101 Review Oral Vocabulary Words, T118
Teach, Oral Vocabulary Words colorful, confusing, noticed,
overflowing, tasty; T102
Interactive Read-Aloud Cards “Dinner at Jose’s,” T119
Model, Listening Comprehension Strategy: Visualize, T103
Word Work
and Interactive Read-Aloud Cards “Dinner at Jose’s,”
T103
Phonemic Awareness: Phoneme Isolation, T120
Whole Group
Phonics/Spelling: Words with Short e, o, u; T120–T122

Apply Word Work Structural Analysis: Inflectional Endings -s, -es; T121
Phonemic Awareness: Identify and Generate High-Frequency Words, T122
Rhymes, T104 Vocabulary Expand Vocabulary, T123
Phonics/Spelling: Introduce Short e, o, u; T104–T106
Comprehension
High-Frequency Words: could, find, funny, green,
• Strategy: Visualize, T124–T125
Reading/Writing Workshop how, little, one, or, see, sounds; T107
• Skill: Character, Setting, Events, T126–T127
Vocabulary Words in Context: aside, culture, fair,
invited, language, plead, scurries, share; T108–T109
Close Reading of Complex Text “Maria Celebrates
Brazil,” 38–43
Leveled Reader Music in My Family, T156–T157 Leveled Reader Music in My Family, T156–T157 7
TIER
Phonemic Awareness Identify and Generate Phonemic Awareness Phoneme Isolation, T15 T158
8 2
Rhymes, T159
Approaching
TIER
Phonics Blend Words with Short e, o, u; T160

16
60 2
TIER
Phonics Connect to Short e /e/, o /o/, u /u/; T16

60 2
T160 Comprehension Identify Characters, T164 64 2
TIER
Level High-Frequency Words Review Words, T163 63 2

TIER
Vocabulary Review Words, T163
Leveled Reader Happy New Year!, T166–T167 Leveled Reader Happy New Year!, T166–T167
On Level Phonics Build words with Short e, o, u; T168 Comprehension Review Character, Setting, Events;
Small Group
T169
Leveled Reader I’m Down Under, T170–T171 Leveled Reader I’m Down Under, T170–T171
Beyond Vocabulary Review Domain-Specific Words, T172 Comprehension Review Character, Setting, and
Events; T173
Level
Shared Read “Maria Celebrates Brazil,” T174–T175 Leveled Reader Happy New Year!, T176–T177
English Phonemic Awareness Identify and Generate

Rhymes, T159
Phonemic Awareness Phoneme Isolation, T158
Phonics Blend Words with Short e, o, u; T160
Language Phonics Connect to Short e /e/, o /o/, u /u/, T160 Vocabulary Review Vocabulary, T178
Learners Vocabulary Preteach Vocabulary, T178 Writing Writing Trait: Organization, T180

Whole Group

• Writing Trait: Organization, T114–T115 • Writing Trait: Organization, T128
Grammar Grammar
Grammar • Commands and Exclamations, T116 • Exclamations, T129
• Mechanics: Capitalization and Punctuation, T117 • Mechanics: Capitalization and Punctuation, T129
T96 UNIT 1 WEEK 2

WEEK 2
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Interactive Read-Aloud Cards “Dinner at Jose’s,” Oral Language Families Around the World, T142 Integrate Ideas
T130 Word Work • Text Connections, T150
Review Oral Vocabulary Words, T130 Phonemic Awareness: Phoneme Isolation, T143 • Write About Reading, T151
Phonics/Spelling: Words with Short e, o, u; T143–T144 • Research and Inquiry, T151
Comprehension Maintain Skill: Key Details, T131
Structural Analysis: Inflectional Endings -s, -es; T143 Word Work
Word Work Phonemic Awareness: Phoneme Blending/
Phonemic Awareness: Phoneme Blending, T132 Segmentation, T152
Phonics/Spelling: Words with Short e, o, u; T132–T133 Fluency Expression, T145
Phonics/Spelling: Words with Short e, o, u;
Structural Analysis: Inflectional Endings -s, -es; T133 Vocabulary Strategy Review: Inflectional Endings T152–T153
Fluency Expression, T134 -s, -es; T145 Structural Analysis: Inflectional Endings
Vocabulary Reinforce Vocabulary, T135 Close Reading “A Look at Families,” 56–59 -s, -es; T152
Integrate Ideas Research and Inquiry, T148–T149 High-Frequency Words,
Genre Realistic Fiction, T136–T137
T153
Vocabulary Strategy Practice Your Turn 13–15
Vocabulary Review Words,
Root Words, T138–T139
T153
Close Reading Big Red Lollipop,
34–54
Practice Your Turn 18–19 Literature
Anthology
Leveled Reader Music in My Family, T156–T157 Leveled Reader Paired Read: “Making Music Leveled Reader Literature Circle, T157
Phonemic Awareness Phoneme Blending, T158 8 2
TIER
around the World,” T157 Phonemic Awareness Phoneme Blending/
TIER
Phonics Build Words with Short e, o, u; T161 Phonemic Awareness Phoneme Isolation, T158 8 2 Segmentation, T159
Structural
ural An
Analysis Review Inflectional Endings -s, Phonics Blend Words with Short e, o, u; T161 Phonics Blend Words with Short e, o, u; T161
TIER
62 2
-es; T162 Structural Analysis Reteach Inflectional Endings -s, Comprehension Self-Selected Reading, T165
ehens
Comprehension Review Character, Setting, Events, -es; T162
TIER
T165 Comprehension Read for Fluency, T164 64 2
Leveled Reader Happy New Year!, T166–T167 Leveled Reader Paired Read: “New Year’s Day Leveled Reader Literature Circle, T167
Vocabulary Review Words, T168 Around the World,” T167 Comprehension Self-Selected Reading, 169
Leveled Reader I’m Down Under, T170–T171 Leveled Reader Paired Read: “Perfect Pavlova,” T171 Leveled Reader Literature Circle, T171
• Inflectional Endings, T173 • Self-Selected Reading, T173
• Shades of Meaning, T173 Gifted and • Independent Study: Gifted and
Talented Compare Families, T173 Talented
Leveled Reader Happy New Year!, T176–T177 Leveled Reader Paired Read: “New Year’s Day Around Leveled Reader Literature Circle, T177
Phonemic Awareness Phoneme Blending, T158 the World,”T177 Phonemic Awareness Phoneme Blending/
Phonics Build Words with Short e, o, u; T161 Phonemic Awareness Phoneme Isolation, T158 Segmentation, T159
Structural Analysis Review Inflectional Endings; T162 Phonics Blend Words with Short e, o, u; T161 Phonics Blend Words with Short e, o, u; T161
Vocabulary Strategy Root Words, T179 Structural Analysis Reteach Inflectional Endings; T162 Spelling Words with Short e, o, u; T180
Grammar Commands and Exclamations, T181 Vocabulary Additional Vocabulary, T179
LANGUAGE ARTS
• Writing Trait: Organization, T140 • Writing Trait: Organization, T146 • Writing Trait: Organization, T154
• Commands and Exclamations, T141 • Commands and Exclamations, T147 • Commands and Exclamations, T155
• Mechanics: Capitalization and Punctuation, T141 • Mechanics: Capitalization and Punctuation, T147 • Mechanics: Capitalization and Punctuation, T155

A C T

instruction.

Prior Knowledge Brazil, T111
Maria Celebrates Brazil

Connections of Ideas Layers of Meaning,
T139B
Prior Knowledge Pakistani Culture, T139B,
T139H
Genre Implied Action, T139F
Literature Anthology Purpose Cultural Conflicts, T139J
Big Red Lollipop
“A Look at Families”

SCAFFOLD
support Workshop “Maria Happy New Year!,
Celebrates Brazil,” T176–T177
THEN scaffold instructions using the T174–T175 “New Year’s Eve,” T177

WEEK 2
more complex text.
T171
Quick Check
Comprehension Strategy Visualize, T125
Comprehension Skills Character, Setting, Events,
T127
Genre Realistic Fiction, T137 Beyond
Vocabulary Strategy Root Words, T139

Phonics/Fluency Short e, short o, short u; Expression, T167
T133, T145
If No Approaching Level Reteach, T156–T165

ELL Develop, T174–T181
On Level
If Yes On Level Review, T166–T169
Beyond Level Extend, T170–T173
ing
Approach ELL
T157 T177
T 177
Additional Vocabulary T179 Root Writing Spelling Grammar

costumes ready Words T179 Organization, Words with Commands and
Portuguese surprise T180 Short e, short o, Exclamations,
short u, T180 T181

DAY 1 behavior
behavior
aside a b c
Ee
Visual Vocabulary Cards Think Aloud e
Clouds ea
aside language Interactive
culture plead Read-Aloud egg
Reading/Writing fair scurries Cards behavior
Workshop behavior
could
invited share Sound-
Spelling
Word Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
How are families around the world the same and different? Digital
Have children read the Essential Question on page 34 of the Reading/
Writing Workshop. Tell them that families around the world may have
the same or different holidays, traditions, and language, or way of
Reading/Writing
Workshop speaking. These things make up a family’s culture, or way they live.
Discuss the photograph of the family celebrating Holi. Focus on how
OBJECTIVES Holi is the same or different from children’s own family celebrations. Families
Around the
Follow agreed-upon ‡ During Holi, families throw colored powder on each other to World
(e.g., gaining the celebrate flowers blooming.
floor in respectful ‡ Families share a big meal.
ways, listening to
others with care,
speaking one at a Talk About It Video
Ask: How are families from different cultures the same? How are they What the Where They
and texts under Characters Do Do It
COLLABORATE different? Have children discuss in pairs or groups.

discussion). SL.2.1a
‡ Model using the Same and Different Chart to help children generate
Build background ideas about families. Add children’s contributions. Graphic
knowledge.
Organizer
peered
ACADEMIC
LANGUAGE
• culture, language
Listen Carefully As children engage in partner, small group, and
• cognate: cultura Visual
whole group discussions, encourage them to Glossary
‡ always look at the speaker.
‡ listen carefully to the speaker.
‡ respect the speaker by not interrupting.
‡ repeat others’ ideas to check understanding.
T100 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Essential Question
Go Digital!
G
In some parts of the world, families

celebrate a holiday called Holi.
During Holi, families celebrate Spring.
Families use colored powder on each
other to celebrate flowers blooming.
Families share a big meal.
Talk About lt
Talk with a partner about how your
family celebrations are the same and
different. Write your ideas on the chart.
Same Different
Exotica.im 2/Alamy
34 35

034-035_CR14_SI2_U1W2_WO_118866.indd 34 034-035_CR14_SI2_U1W2_WO_118866.indd
12/19/11 10:48 AM 35 12/19/11 10:49 AM

SCAFFOLD
Use Visuals Point to the Describe Have children Discuss Ask children to
family. This is a family. describe the family. describe what the family
They are celebrating Holi. Ask: What are they is doing. What are they
Point to the colored celebrating? What are celebrating? Why do they
powder. They put colored they doing with the use colored powder? How
powder on each other. colored powder? Why? is this celebration the
This is how they celebrate Allow children ample same or different from
flowers blooming. Have time to respond. ones you know? Clarify
children repeat after you. children's responses.

WHOLE GROUP
DAY 1
Build the Concept
5
Mins
Oral Language
Ask and answer Remind children that this week you’ll be talking and reading about how Digital
questions about COLLABORATE families around the world are the same and different.
what a speaker says
in order to clarify
comprehension,
information, words below. Prompt children to use the words as they discuss families.
or deepen 001_004_CR14_NA_IRA_2_U1W2_187770.indd Front1 2/3/12 2:04 PM
understanding Dinner at
of a topic or issue. Alejandro’s
SL.2.3 Oral Vocabulary Routine
Define: Something that is colorful has lots of different colors.
• Develop oral
language. Example: The colorful fall leaves were red, orange, and brown.
• Discuss the Ask: What is your favorite colorful thing to wear? © The McGraw-Hill Companies, Inc.
Essential Question.
Visualize
Define: Something that is confusing is hard to understand.
ACADEMIC Example: Mia thought the math problem was confusing.

LANGUAGE Ask: What do you think is confusing?
visualize
Define: Something that is noticed is seen.
Example: My mom noticed that I didn't wear a hat.
Ask: What have you noticed about your teacher today?
Define: When something is overflowing, it goes over the edge of the container
it's in.
Example: The sink was overflowing with water.
Ask: What should you do when a glass is overflowing?
Define: Tasty means pleasing to your sense of taste.

Example: Mariam ate the tasty meal her grandma cooked.
Ask: What tasty foods do you enjoy eating?
T102 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Listening
Comprehension
10
Mins
Read “Dinner at What
is it lik
e to go
to sc
Intera
ct ive
Read
Alejandro’s”
hool
Child in an
other Aloud
ren go coun
to sch tryl? Or al
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every e all Define
Walki y get e wa rn ma ool. rn ma
to sch ys for ny thin
ng an child th. Ask:
Ho gs
Tell children that you will be

mmon y.
schoo :
ru is take l
seen n hap that
ek 1
is
reading a fictional story about a

in you
are som
home the en
d fro ?
Inc.
again of the m
nies,
. day,
the
-Hill Compa
McGraw
TK
boy who visits the family of a friend
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
from another country. Display the 1

Intens
In
Us theive Vocabu
Use
erent?

introductive Rea
in How por
nt?
to Use t
ce the d Aloud the
Interactive Read-Aloud Cards.

underli Cards
ned wo to
rds.
Strategy: Visualize Interactive Read-Aloud Cards
1 Model Explain to children that as they read they should pay

attention to the illustrations and the words the author uses to
describe things. They can use these words to help make a picture
in their mind of what they read.
Think Aloud You can use the illustrations and the words the
author uses to form a picture in your mind as you read. This will
help you understand the story. Today, as we read “Dinner at
Alejandro’s,” use the illustrations and words to help you picture
what is happening and what Tommy is having for dinner at
Alejandro's house.
2 Apply As you read, use the Think Aloud Cloud to model applying
the strategy. Encourge children to visualize what they read about
in the story.
Think Aloud Remember, you can visualize, or make a picture of
what you read, in your mind. We read that Tommy ate paella. The
words gigantic bowl, colorful rice, and overflowing with shrimp and ENGLISH LANGUAGE
vegetables help me visualize what the bowl of paella looks like. LEARNERS
Seek Clarification Some children
Make Connections may be confused by unfamiliar
After reading, have children share what they learned about families words. Encourage children to
always seek clarification when they
COLLABORATE from different cultures. Then have them tell what they visualized and
encounter a word or phrase that
how it helped them to understand the story. does not make sense to them. For
example, I don’t understand what
paella is. Can you describe it?

WHOLE GROUP
Quick Review

say each sound.
5
Mins
Phonological Awareness
OBJECTIVES Identify and Generate Rhyme Go
Know and apply
1 Model Have children listen for the rhyming sounds in the words
Digital
grade-level phonics
and word analysis get and pet. Then generate another word with the same rhyming
skills in decoding sounds. Listen as I say these words: get, pet. Both words end with the
words. RF.2.3
same sounds, /et/. Listen: /g/ /et/, /p/ /et/. The words get and pet rhyme.
• Identify and
Rhyming words end with the same sounds. Another word that rhymes
generate rhyme. with get and pet is let. The word let rhymes with get and pet because it
ends in /et/. Phonological
• Apply phonics
Awareness
when decoding Repeat with pot/not, /ot/; and cut/but, /ut/.
words with short e,
o, u. 2 Guided Practice/Practice Have children practice with the
following examples. Do the first one with them. I will say two words.
If the two words rhyme, say the words. Then tell me another word that egg
rhymes with each group of words.

Phonics
pen, hen log, dog bun, fun
hop, hip well, yell mug, hug
Ee OoUu
10
Mins
Phonics e
ea
o u
egg octopus umbrella

Introduce Short e /e/, Sound-Spelling Card
SKILLS TRACE o /o/, u /u/
Short e /e/, o /o/, u /u/
1 Model Display the Egg Sound-Spelling Card. Teach /e/ spelled e.
INTRODUCE Unit 1 Week 2 This is the egg Sound-Spelling Card. The sound is /e/. The /e/ sound is
Day 1 spelled with the letter e. Say it with me: /eee/. This is the sound at the
REVIEW Unit 1 Week 2 Day beginning of the word egg. Listen: /eeeg/, egg. I’ll say /e/ as I write the
2, Day 3, Day 4, Day 5
letters several times. Repeat with Sound-Spelling Cards Octopus for
ASSESS Unit 1 /o/ spelled o, and Umbrella for /u/ spelled u.
letter e to the sound /e/ by writing it. Now do it with me. Say /e/ as I
write the letter e. This time, write the letter e five times as you say the /e/
sound. Repeat with o /o/ and u /u/.
T104 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Blend Words with Short e /e/, o /o/, u /u/

ENGLISH LANGUAGE
1 Model Display Word-Building Cards r, e, d. Model how to blend LEARNERS
the sounds. This is the letter r. It stands for /r/. This is the letter e.
It stands for /e/. This is the letter d. It stands for /d/. Listen as I blend Phonemic Awareness: Minimal
these sounds together: /reeed/. Say it with me, red. Say /e/ and note your mouth
Continue by modeling the words let, hot, top, bug, and pup. position. Have children repeat.
Use the Sound-Spelling Cards.
2 Guided Practice/Practice Display the Day 1 Phonics Practice Repeat for /o/ and /u/. Have
Activity. Read each word in the first row, blending the sounds, children say each sound, noting
the differences. Continue with
for example /nnnooot/. The word is not. Have children blend pet/pot, cot/cut, bug/beg.
each word with you. Prompt children to read the connected text,
Phonics: Variations in Language
sounding out the decodable words. In some languages, including
Cantonese, there is no direct
transfer for /e/. Emphasize /e/,
not run mom bus red and show correct mouth position.
Repeat for /o/ and /u/. Practice
beg but get up let with Approaching Level phonics
lessons.
top bug pot net hot
map pin big sip hat
Run and get the ball.
A big red bug sat in the pot.
Ben got hot in the sun. Also online
Phonics Practice ONLEVEL PRACTICE BOOK p. 12

Listen to each short vowel sound as you say the words
Corrective Feedback bed, top, and sun.
A. Write the words in the box in the correct list below.
Sound Error Model the sound that children missed, then have went job tub tell not hut
them repeat the sound. Say: My turn. Tap under the letter and say:
1. What words have the short e sound, as in bed ?
Sound? /e/. What’s the sound? Return to the beginning of the word. went tell
Say: Let’s start over. Blend the word with children again. 2. What words have the short o sound, as in top ?
job not
3. What words have the short u sound, as in sun?
tub hut
py g
The endings -s or -es can be added to a verb to show action

that is taking place now.
p
B. Add -s or -es to the end of each word. Write the new

word.
4. pass passes 5. yell yells
6. tag tags 7. mix mixes

p. 12 p. 12 p. 12
WORD WORK T105

WHOLE GROUP
Quick Review
DAY 1 High-Frequency Words: Read,
Word Work Spell, and Write to review last

week’s high-frequency words: ball,
blue, both, even, for, help, put, there,
why, yellow.
5
Mins
Spelling
OBJECTIVES Words with Short e, o, u Go
Demonstrate
Digital
command of the
capitalization,
Spelling Word
when writing words
they together
boy ‡ boil). L.2.2d went We went to the beach.
how eat
Know and apply tell Tell your teacher if you need to leave the class.
grade-level phonics
and word analysis
pet I feed my pet hamster every day. High-Frequency
skills in decoding job It is Lily’s job to sweep the room. Word Routine
words. RF.2.3 fog The fog made it hard to see.
Recognize and read not Jay is not going to the party.
grade-appropriate
irregularly spelled tug Who can tug the rope the hardest?
words. RF.2.3f hut The hut had just one room.
tub Fill the tub with water.
Spell words with
short e, o, u. bun Do you want your hamburger on a bun?
fix My mom can fix the broken pedal on my bike.
has My best friend has a pet frog.
one We need one more point to win the game!
ENGLISH LANGUAGE or Do you want the sandwich or the apple?
LEARNERS
see I can see my house from the park.
Spelling Review the
meaning of these
words by using
pictures, pantomime,
or gestures when
possible. Have children
repeat or act out the
definition as they
repeat the word.
T106 UNIT 1 WEEK 2

DAY 1 • WEEK 2
5
Mins
could, find, funny, green, how, little, one,
or, see, sounds
1 Model Display the High-Frequency Word Cards could, find, funny,
green, how, little, one, or, see, and sounds. Use the Read/Spell/Write
routine to teach each word.
‡ Read Point to and say the word find. This is the word find.
Say it with me: find. I will find the missing puzzle piece.
‡ Spell The word find is spelled f-i-n-d. Spell it with me.
‡ Write Let’s write the word in the air as we say each letter: f-i-n-d.
‡ Follow the same steps to introduce little, how, could, one, see,
green, funny, sounds, and or.
irregularities in sound/spellings, such as the /wu/ sounds
spelled o_e in the word one.
COLLABORATE
2 Guided Reading Have children read the sentences. Prompt them

1. The little cat sat.
Monitor and
2. How can I do this?
Differentiate
3. Could you get a pen?
4. One kid can do it.
5. See the red ball. Quick Check
Q
6. Tom must find his hat. Can children read and decode
words with short e, o, and u?
7. Fill the green cup.
8. My dog is funny. high-frequency words?
9. It sounds like a yell.
10. Will Jen sit or run?

WORD WORK T107

WHOLE GROUP
DAY 1
Vocabulary
5
10
Mins
Words in Context
Digital
Vocabulary
u Routine
Define:
on the Visual Vocabulary Cards. peered
Example:
e:
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When things are put aside, they are moved to one side. Visual Glossary
Demonstrate
understanding of Example: Juan moves aside books on the shelf to find one he likes.
word relationships Ask: Describe why a person might move aside.
and nuances in word
meanings. L.2.5
Identify real-life
connections between Definitions
words and their use
‡ culture People of the same culture share the same way of life
that are spicy or juicy). at a certain time in history.
L.2.5a Cognate: cultura
Determine the ‡ fair I am fair when I treat my friends in a just and honest way.
meaning of words
and phrases in a text ‡ invited When people are invited, they are asked in a nice way
relevant to a grade 2 to do something or to go somewhere.
RI.2.4
‡ language Language is the way we speak, read, write, or sign.
‡ plead When you plead for something, you beg or argue to get
what you want.
ACADEMIC
LANGUAGE ‡ scurries When something scurries, it scampers or runs quickly.
• culture, language
‡ share When I share, I give part of something I have to
• cognate: cultura
someone else.
Talk About It
T108 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Vocabulary
language My friend Naomi speaks and
writes in another language.
Use the picture and sentence to learn each word. What languages do you know?
aside Juan moves aside books on the plead I had to plead with Dad to get
shelf to find one he likes. a new bike.
Describe why a person might What is something you might
move aside. plead for?
culture At Chinese New Year, we learn scurries The squirrel scurries across
(t) Christopher Pillitz/Corbis; (tc) Stewart Cohen/Pam Ostrow/Getty Images; (bc) PetStockBoys/Alamy; (b) Mark Edward Atkinson/Getty Images
about our culture. the yard.
Tell about a holiday that shows What is the opposite of scurries?
your culture.
(t) Urban Zone/Alamy; (tc) Inmagine/Alamy; (bc) Dimitri Vervitsiotis/Getty Images; (b) Jupiterimages/AGEfotostock
fair Mom cut the cake so we all got share I like to share music with
our fair share. my sister.
What does it mean to be fair? Describe something you share
with a family member.
L ABOR ATE
CO L
invited I invited some friends to my
Your Turn
birthday party.
Tell about an event you were Pick three words. Write three questions
invited to. for your partner to answer.
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aside culture fair invited
language plead scurries share
A. Read each clue below. Then find the vocabulary word
ENGLISH LANGUAGE LEARNERS on the right that matches the clue. Draw a line from the
clue to the word.
SCAFFOLD 1. was asked to come somewhere a. language
2. give part of something b. plead
Beginning Intermediate Advanced 3. the words people speak c. fair
4. runs quickly d. invited

Use Visuals Let’s look Describe Have children Discuss Ask children to 5. moved to one side e. share
at the picture for the describe the picture. talk about the picture 6. a way of life f. culture
word scurries. Point to Clarify their responses with a partner and write
7. beg g. aside
the squirrel. Explain as needed by providing a sentence using the
8. honest h. scurries
that another word for vocabulary. Ask: Who word in context. Then
B. Choose one vocabulary word from the box above.
scurries is run. Ask: can give me another word have them share the Write the word in a sentence of your own.
Possible response provided.
Does a turtle scurry? for scurries? Ask them sentence with the class.
9. I stood aside when the train went by.
Does a mouse scurry? to turn to a partner and Repeat correct answers
Elaborate on children's talk about something slowly and clearly to the
answers. else that scurries. class. APPROACHING BEYOND ELL
p. 11 p. 11 p. 11
VOCABULARY T109
WHOLE GROUP
DAY 1
E REA
OS
Comprehension
CL
DIN
G
5
10
Mins
Shared Read
Families Around the World
Digital
Explain to children that “Maria Celebrates Brazil” is about a girl in Brazil
who is practicing to be in a celebration.
Reading/Writing
Workshop After reading each page, have partners discuss what they have learned
Maria and her family are in their bright,
COLLABORATE about how families around the world are the same and different.
hot kitchen. “Please, Mãe, por favor!”
Maria begs.
Essential Question Mãe speaks Portuguese. This is the
How are families around the language of Brazil. “No matter how much
you beg or plead, you must go to practice.
Read about a family from Brazil.
The parade is next week.”
Janet Broxon
38 39
OBJECTIVES
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Maria Celebrates
Read with sufficient Use Vocabulary Words in Context Brazil
accuracy and aside culture fair invited
fluency to support
comprehension. language plead scurries share
RF.2.4
The highlighted words in the text are vocabulary words children have
Read on-level text learned. As you read, have them discuss the words’ meanings.
with purpose and
understanding.
RF.2.4a Close Reading
Identify meanings Reread page 39: Tell children that you are going to take a closer look
of words used in at the beginning of the story. Reread page 39 together. Ask: Where
context.
does this story take place? How do you know? What are Maria and her
mother talking about? Model how to use text evidence to answer the
ACADEMIC questions.
LANGUAGE
key details
I read that Mãe speaks Portuguese. The text tells me that Portuguese is
the language of Brazil, so that must be where the story takes place. I read
that Mãe is telling Maria she must go to practice, no matter how she begs
or pleads. The reason Maria must go is that there is a parade next week.
I think that Maria is practicing to be in the parade, but she doesn’t want
to go.
T110 UNIT 1 WEEK 2

DAY 1 • WEEK 2

Maria begs.
Janet Broxon
38 39

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Prior Knowledge
The family in “Maria Celebrates Brazil” is from the country of Brazil.
You may need to provide some information about Brazil as you
closely read the first section of the text.
‡ Brazil is a South American country. Point out Brazil on a map.
‡ Portuguese is the official language of Brazil.
‡ The words mãe and pai are the Portuguese words for mom
and dad.
COMPREHENSION T111
WHOLE GROUP
DAY 1
“It’s not fair,” says Maria in English. “I know but I really want to see Ana,”
Mãe does not know a lot of English. says Maria.
Maria is surprised when she asks, “What is Pai says, “Maria, you can see Ana
not fair about going to practice? You must another time. They are giving out costumes
do the right thing.” at practice today.”
“Ana invitedMins
5
me to her house,” Maria Maria thinks about her father’s words.
answers. “I want to go!” Pai is right. She and the other children have
Pai says, “Maria, the parade is worked hard for a year. They practiced their
important. People from around the world dance steps over and over. They even made
come to see it. They try our food, their own bright colorful costumes.
see how we dress, and how
we live. It is a chance for us
to share our culture.”
Janet
Ja
J Broxon
40 41

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OS
CL
DIN
Shared Read
G
Maria thinks “Pai is right.” The key details tell me why.

Close Reading She has practiced with the other children for a year.
Reread pages 40–41: Tell children that you are All of the children have made their own costumes.
going to take a closer look at why Maria changes When Maria thinks about the work everyone has
her mind about going to practice. Read page 40 put into the parade, it helps her to change her mind
together. Model how to use key details in the about going to practice.
text to understand the characters and why the
characters do what they do.
Make Connections
Pai tells Maria why the parade is important. It is
Maria’s chance to share her culture with people from ESSENTIAL QUESTION
around the world. Encourage children to go back into the text for
evidence as they talk about how Maria’s family
Continue to read page 41 together. Have children
from Brazil is like and unlike families they know.
use key details to explain why Maria changes her
mind about going to practice.
T112 UNIT 1 WEEK 2

DAY 1 • WEEK 2
“You’re right,” Maria says to her The crowd moves aside as they make
father. “I’ll go to practice. I’ll tell Ana their way down the street.
I cannot visit her.” When the crowd moves away, Maria
One week passes. Lots of people sees a woman with a camera. She is
line the streets. The children in hurrying. The woman scurries by Maria.
Maria’s group are wearing their She puts her camera to her eye. Maria
sparkling costumes. They know each smiles from ear to ear. She is excited to
dance step. They dance to the beat. be in the parade. Click! The woman
takes a picture of Maria. Maria is
proud of her hard work!
Make Connections
How is Maria’s family the same
and different from other families
you know? ESSENTIAL QUESTION
Compare Maria’s family to your
own family. TEXT TO SELF
Janet Broxon
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Continue Close Reading Clarify the Meaning ELLs may not be familiar with the
Use the following lessons for focused rereadings. expression “smiles from ear to ear” on page 43. Reread
the sentence aloud, and have children look at the
‡ Visualize, T124–T125 illustration of Maria on page 42. Ask: How do you think
‡ Character, Setting, Events, T126–T127 Maria feels about marching in the parade? Is she happy or
sad? How do you look when you’re happy? Say, and have
‡ Genre and Story Structure, T136–T137 children repeat, the sentence frame: When I’m happy
‡ Root Words, T138–T139 I . (smile) Lead children to understand that Maria
is so happy it seems as though her smile is stretching
from one of her ears all the way to the other ear. Ask:
When have you smiled from ear to ear?
SHARED READ T113

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Writing Traits: Organization
Discuss the Expert Model Go
1 Explain that writers create strong beginnings to tell readers about
Digital
the characters and the problem they face. Strong beginnings
‡ grab the readers' attention and make them want to read more.
Reading/Writing
Workshop ‡ introduce the characters and setting.
‡ tell about the main problem.
OBJECTIVES
Read aloud the expert model from “Maria Celebrates Brazil.” Ask Present the
Write narratives in Lesson
COLLABORATE children to listen for the characters, setting, and problem. Have
well-elaborated event children talk with partners to identify the sentences that introduce
or short sequence these story elements.
of events, include
details to describe
actions, thoughts,
and feelings, use
Discuss the Student Model
Writing
temporal words to Remind children that strong beginnings grab the reader’s attention and
signal event order, introduce the character and problem. Read aloud the student draft of a
and provide a sense realistic fiction story. As children follow along, have them focus on how
of closure. W.2.3
the author introduces the character and her problem.
Invite partners to talk about the draft and how Petra made her
ACADEMIC
COLLABORATE beginning stronger. Ask them to suggest other ways Petra could have
LANGUAGE
strong beginning,
made her beginning stronger.
character, problem
WRITING ENTRY: STRONG BEGINNINGS

W
Write a realistic fiction story about a character and a problem he
or she is facing. Be sure to include a strong beginning.
2 Draft Have children choose a topic and use their notes to
write a draft. Remind children to create a strong beginning.
T114 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Editing Marks
Add
Add a period.
Take out.
Good writers make sure they create a strong Petra wrote a realistic fiction story. Grammar Handbook
beginning by telling about the characters Read Petra’s revisions. Commands and
and the problem they are facing. Reread the Exclamations
passage from “Maria Celebrates Brazil.” Student Model See page 474.
Expert Model
Strong Beginning Jan’s Show big dance

Identify It was the night of Jan’s
important
details about show. Her legs didn’t feel L ABOR ATE
CO L
the characters
and events. How steady jan had been practicing Your Turn
do these details
all month. Identify the
create a strong ! sentences that
beginning? “I know I can do this” show a strong
beginning.
Jan thought. She heard the Identify an
music start. Jan took a deep exclamation.
Tell how revisions
breath and smiled. Her legs improved her
weren’t shaking any more writing.
felt fine. Go Digital!
Write
W it online
Janet Broxon
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SCAFFOLD
Beginning Intermediate Advanced Genre Writing
G
Write Sentences Provide Generate Ideas Help Respond Ask children
model sentences based children generate to respond to the
Writing: Narrative Text
on the prompt: ideas to answer the prompt. Remind For full writing process lessons
prompt. Ask: Who is the them to include a and rubrics, see:
had a problem.
character? What is the strong beginning that
It was . ‡ Friendly Letter, pages
problem? Have them introduces the character
Help children complete use their answers to and problem. T480–T485
the sentence frames write three sentences in
about the character and
‡ Personal Narrative,
response to the prompt.
problem. pages T486–T491
LANGUAGE ARTS T115

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Grammar
Go
OBJECTIVES Commands and Exclamations Digital
Demonstrate
command of the 1 Explain/Model Remind students that a sentence tells a complete
conventions of thought. Explain that a command is a sentence that tells someone
standard English to do something. It ends with a period. An exclamation shows strong
grammar and usage
feeling. It ends with an exclamation point. The subject in both a
when writing or I see a fish.
speaking. L.2.1 command and an exclamation is the person to whom the speaker is
speaking (the understood you). Display the following sentences:
Demonstrate
Grammar
command of the Listen to the teacher.
conventions of
standard English
Stop the bus!
capitalization, Model identifying the first sentence as a command that tells someone
punctuation, and to do something.
spelling when
writing. L.2.2 Think Aloud Why is this a command? It begins with the verb listen. It
tells someone to do something. It ends with a period.
ACADEMIC Repeat with the second sentence. Point out that it ends with an
LANGUAGE exclamation point. It is an exclamation. It shows excitement.
sentence, exclamation,
command 2 Guided Practice/Practice Display the sentences below and read
them aloud. Have partners identify which is the command and which
is the exclamation. Prompt children by asking: Which sentence tells the
listener to do something and ends with a period? Which sentence shows
excitement and ends with an exclamation point?
Put on your coat. (command)
Look at that shooting star! (exclamation)
Talk About It
Use Commands Ask children to use commands and exclamations
COLLABORATE to tell their partners to do something, such as “Pick up the pencil.”
Challenge them to use appropriate expression in their voice when a

sentence is an exclamation.
T116 UNIT 1 WEEK 2

DAY 1 • WEEK 2
Mechanics: Capitalization and • A sentence has a subject and an action word.

• A command is a sentence that tells someone to do
Punctuation something.
• A command ends with a period or an exclamation point.
• The subject of a command is the person to whom the
1 Explain/Model Explain to children that an exclamation is a sentence speaker is talking.
Listen to your mother. Play with your sister.
that shows excitement. Tell them that an exclamation begins with a
capital letter and ends with an exclamation point. Underline each command.
1. My family eats dinner.
Guide children to identify the exclamation in the student model. 2. Set the table.
Point out that Petra added an exclamation point to show that the 3. Use your napkin.
4. Grandma made tacos.

sentence “I know I can do this!” is an exclamation. 5. Give your sister the meat.
py g
2 Guided Practice/Practice Display the sentence below and read it 6. This tastes good.
p
aloud as an exclamation.
Have partners tell what letter should be capitalized. Then have
them tell what punctuation mark is missing at the end to make the
sentence an exclamation. (an exclamation point)
close the door (Close the door!) 006_010_CR14_NA_GPB_2_U1W2_118662.indd 6 1/10/12 3:25 PM
Daily Wrap Up
words. Ask: What did we learn about
families from other cultures today? How
are families around the world the same
and different?
those skills?
LANGUAGE ARTS T117

DAY 2 behavior
behavior
aside a b c
Word-Building
behavior
behavior
could Ee
Cards Word Cards e
ea
aside language Interactive

culture plead Read-Aloud egg
Reading/Writing fair scurries Cards behavior
behavior
bun
Workshop invited share Sound-
Spelling
Spelling Word Cards
Cards
Build the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Recount or describe Remind children that this week you are taking and reading about how Digital
key ideas or details COLLABORATE families around the world are the same and different. Remind them of
from a text read the families from “Dinner at Alejandro’s” and “Maria Celebrates Brazil.”
Guide children to talk about the Essential Question using information
presented orally or
through other media. from what they have read and talked about on Day 1.
SL.2.2
Dinner at
2/3/12 2:04 PM
• Develop oral Alejandro’s

Review the oral vocabulary words colorful, confusing, noticed,
language.
overflowing, and tasty using the Define/Example/Ask routine. Encourage
• Discuss the Essential
Question. children to discuss how families are alike and different when coming up
• Retell story events. with examples for each word.
ACADEMIC Retell Routine

LANGUAGE
visualize
T118 UNIT 1 WEEK 2

DAY 2 • WEEK 2
Listening
Comprehension
5
Mins
Reread “Dinner at What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
Alejandro’s”
Child
ren go other
coun Or al
to sch tryl?
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
es?
learn
to
Tell children that you will reread

ek 1
is
“Dinner at Alejandro’s.” Display the

home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
Interactive Read-Aloud Cards. LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
Us theive Vocabu
Use
in How por
Strategy: Visualize
ce the d Aloud the
underli Cards
ned wo to
rds.
Remind children that as they read Interactive Read-Aloud Cards

they should pay attention to the
illustrations and the words the author uses. Doing so can help them
make pictures in their minds of what is happening in the story. As we
reread “Dinner at Alejandro’s,” pay attention to the illustrations and the
words the author uses. I can use the words leaned forward to understand
how Abuelo moved when he looked at the different foods on the table.
Read aloud “Dinner at Alejandro’s.” Pause to model using the strategy.
Guide children to identify words that can help them visualize
the story.
Model Retelling
Pause to retell parts of the selection. I can put the events from the text
and the illustrations in my own words. So far, I have read that Tommy
went to have dinner at Alejandro’s house. Tommy wasn’t sure whether
he’d ike the food. He decided to watch and listen to learn more about ENGLISH LANGUAGE
Alejandro’s family meals. LEARNERS
Explain that when children retell a selection, they should tell the Retell Guide children to retell
events and story details in the correct order. the selection by using a question
prompt for each card. For example:
Why does Tommy go to Jose’s house?
Retell the Selection Who does Tommy sit next to? How
After reading, guide children to retell the entire selection. Remind does Abuelo help Tommy? Provide
them to tell the important events and details in the correct order. sentence starters for children to
complete orally. Tommy goes
You may wish to let children use the pictures on the Interactive Read- to Jose’s house to . Tommy sits
Aloud cards to help them retell the selection. next to . The way Abuelo helps
Tommy is .

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards e,

o, u, a, i, c, d, f, g, h, j, k, ck, m, n,
p, q, r, w, x. Have children say each
sound. Repeat and vary the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Isolation Go
Know and apply
1 Model Show children how to isolate medial phonemes in words.
Digital
grade-level phonics
and word analysis Say: Listen carefully as I say a word: /hooot/, hot. What sound do you
skills in decoding hear in the middle of the word? I hear the /ooo/ sound. The word hot
words. RF.2.3
has the /ooo/ sound in the middle.
Decode words with
Continue modeling phoneme isolation with the following words.
common prefixes and
suffixes. RF.2.3d web cut ten mop bun hog Phonemic
Awareness
• Isolate phonemes in 2 Guided Practice/Practice Have children practice isolating
new words. phonemes. Do the first one with them. I am going to say more words.
• Apply phonics Say the sound you hear in the middle of each word. Let’s do the first one
when decoding m a
together. The word is mud, /muuud/. What sound do you hear in the
words with short n t p
e spelled e, short o
middle? The word mud has the /uuu/ sound in the middle.
spelled o, and short Have children repeat with the following words: Phonics
u spelled u.
let cup bed dot jet top fun
ACADEMIC Ee OoUu I
fill
the jar.
fills filling
LANGUAGE
blend, build, ending 5
Mins
Phonics e
ea
o u
Structural
Analysis
egg octopus umbrella
Review Short e /e/, o /o/, Sound-Spelling Card
u /u/
1 Model Display the Egg Sound-Spelling Card. Review the sound /e/
spelled e using the words pet and red. Repeat with Sound-Spelling
Card Octopus for /o/ spelled o using the words mop and job, and
Sound-Spelling card Umbrella for /u/ spelled u using the words nut
and tug.
letter to the sound. Point to the Sound-Spelling Card. What is this
letter? What does it stand for?
T120 UNIT 1 WEEK 2

DAY 2 • WEEK 2
Blend Words with Short e /e/, o /o/, u /u/

ENGLISH LANGUAGE
1 Model Display Word-Building Cards c, u, p. Model how to LEARNERS
generate and blend the sounds to say the word. This is the
letter c. It stands for /k/. This is the letter u. It stands for /u/. This is the Phonics: Build Vocabulary
Review the meanings of example
letter p. It stands for /p/. Listen as I blend these sounds together: words that can be explained or
/kuuup/. Say it with me: cup. demonstrated in a concrete way.
‡ Continue by modeling the words men, top, sun, and get. For example, ask children to point
to their leg and show ten fingers.
2 Guided Practice/Practice Repeat the routine with children with Model the actions for nod and
tug, saying “I nod my head yes,”
box, wet, bug, nod, fed, mug, mop, leg, tug, tub, jet, dog. and “I tug the rope.” Have children
repeat. Provide sentence starters
such as “I can .” for children to
Build Words with Short e /e/, o /o/, u /u/ complete. Correct grammar and
1 Model Display Word-Building Cards t, e, n. Blend: /t/ /e/ /n/, pronunciation as needed.
/teeennn/, ten.
‡ Replace the t with p and repeat with pen.
‡ Replace the n with t to blend pet.
2 Guided Practice/Practice Guide children to continue to build
and blend the following words: pot, cot, cut, but, bet, beg, bug, dug,
dog, fog.
5
Mins
Structural Analysis
Inflectional Endings -s, -es
1 Model Write and read aloud the following words: hum, hums; pet,
pets; box, boxes. Underline the endings s and es. Tell children that Listen to each short vowel sound as you say the words
bed, top, and sun.
adding -s or -es to a noun shows that it is more than one. When it is A. Write the words in the box in the correct list below.
added to a verb, it shows that an action is taking place now.
went job tub tell not hut
Say hum and hums again and have children listen for the /z/ sound
1. What words have the short e sound, as in bed ?
at the end of hums. Repeat with the /s/ sound at the end of pets, went tell
and the /ez/ sound at the end of boxes. Point out that -es is added 2. What words have the short o sound, as in top ?
to words that end with s, sh, ch, or x. In addition, point out that s job not
and -es have a different sound at the end of a word. Use each word 3. What words have the short u sound, as in sun?
tub hut
in a sentence.
py g
The endings -s or -es can be added to a verb to show action
2 Practice/Apply Write the following words on the board: pen, that is taking place now.
p
pens, dog, dogs, run, runs, fox, foxes, fix, fixes. Help children blend B. Add -s or -es to the end of each word. Write the new
word.
each word and then have them use each word in a sentence. 4. pass passes 5. yell yells
6. tag tags 7. mix mixes

p. 12 p. 12 p. 12
WORD WORK T121

WHOLE GROUP
Quick Review

high-frequency words: could, find,
funny, green, how, little, one, or, see,
sounds.
5
Mins
Spelling
OBJECTIVES Word Sort with Short e, o, u Go
Demonstrate
1 Model Display the Spelling Word Cards, one at a time. Have
Digital
command of the
conventions of children read each word, listening for short e, o, or u. Use cards for
standard English pet, fog, and tub to create a three-column chart. Say each word and
pronounce the sounds: /p/ /e/ /t/; /f/ /o/ /g/; /t/ /u/ /b/. Say each her
punctuation, and
spelling when word again. Ask children to chorally spell each word.
girl curb her word
writing. L.2.2
2 Guided Practice/Practice Have children place each Spelling Word
Spelling Word
Generalize learned Card in the column with the words containing the same short vowel Sort
spelling patterns
sound (/e/, /o/, /u/). When completed, have children chorally read
when writing words
(e.g., cage ‡ badge; the words in each column. Then call out a word. Have a child find the
they together
boy ‡ boil). L.2.2d word card and point to it as the class chorally spells the word.
Know and apply 3 Build Fluency: Word Automaticity Have children chorally read how eat
grade-level phonics
words to build fluency. Then conclude by asking children to orally High-Frequency
and word analysis
skills in decoding generate additional words that have the same medial vowel sound Word Routine
words. RF.2.3 as the spelling words. List them in the correct columns and help
Recognize and read children recognize which words are spelled with the same vowels. peered
grade-appropriate
irregularly spelled
words. RF.2.3f 5
Mins
High-Frequency Words Visual Glossary
short e, o, u.
• Expand vocabulary.
or, see, sounds
it. Ask children to picture the word, and write it the way they see it.
Display the word for children to self-correct.
2 Practice Add the High-Frequency words could, find, funny, green,
how, little, one, or, see, and sounds to the cumulative word bank.
‡ Have partners create sentences using the words.
COLLABORATE
Cumulative Review Review last week’s words using the Read/
Spell/Write routine.
Repeat the above routine, mixing the words and having children say
each one.
T122 UNIT 1 WEEK 2

DAY 2 • WEEK 2
Vocabulary
ENGLISH LANGUAGE
LEARNERS
5
Mins
Expand Vocabulary words with medial short e, o, and
u. Provide clues: It is an animal
you keep in your home. It rhymes
with get. Write the word and have
vocabulary words: aside, culture, fair, invited, language, plead, scurries, their pronunciation, if needed.
share.
children generate different forms of this week’s words by adding,
changing, or removing inflectional endings -ed, -ing, and -s or -es.
Review the meaning of each ending.
2 Model Draw a four-column T-chart on the board. Model how to
add endings to the word share. Write the vocabulary word share in
the first column. Then write shared, sharing, and shares in the next
three columns. Read aloud the words with children.
Point out how the different endings change the meaning of share.
Discuss each form of the word and its meaning.
Have children share aloud sentences using share, shared, sharing,
and shares.
Monitor and
3 Guided Practice Have children work in pairs to fill in charts Differentiate
for plead, invite, culture, and language. Then have children share
sentences using different forms of the words.
Quick Check
Q
words with short e spelled e, short
o spelled o, and short u spelled u?
Can children read high-frequency
words?

WORD WORK T123

WHOLE GROUP
DAY 2 OS
E REA
CL
DIN
G
5
Mins
Visualize
1 Explain
Go
Explain to children that they can use the words of the story and
Digital
the illustrations to help them form pictures in their mind about
characters, settings, and events. This can help them to better
Reading/Writing understand the story. If they are having trouble understanding
Workshop
something they read, they can follow these steps: Essential Question
Maria begs.
Mãe speaks Portuguese. This is the
Think about what you already know about the characters and
Janet Broxon
‡ 38 39
OBJECTIVES
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038-043_CR14_SI2_U1W2_MR_118866.indd 39 10/28/11 1:09 PM
where the story takes place. Maria

Use information Celebrates
gained from the ‡ As you read, pay attention to any describing words the author uses. Brazil
illustrations and
words in a print
‡ Close your eyes and try to picture what the author is describing.
or digital text ‡ Change your picture as you read more details.
to demonstrate
understanding of
characters, setting, 2 Model Close Reading
or plot. RL.2.7 Model how to identify words in the text that can help you visualize Present the
Lesson
Read with sufficient details in “Maria Celebrates Brazil.” Reread the last paragraph on
accuracy and page 41. Ask: How do the words bright colorful costumes help you
fluency to support
comprehension. form a picture in your mind of the parade? What other words in this
RF.2.4 paragraph help you imagine what the parade will look like?
Read on-level text
with purpose and 3 Guided Practice of Close Reading
understanding.
RF.2.4a Have children work in pairs to visualize part of the story. Direct them
COLLABORATE to page 42 and have them point out phrases that will help them
visualize the parade, such as lots of people line the streets, sparkling
ACADEMIC
costumes, and dance to the beat. Have children work together to
LANGUAGE
visualizes describe the picture these phrases help them form in their mind.
Then have them describe how they visualized other parts of
the story.
T124 UNIT 1 WEEK 2

DAY 2 • WEEK 2
Visualize
When you visualize, you use the author’s words
to form pictures in your mind about a story.
Find Text Evidence ONLEVEL PRACTICE BOOK pp. 1314
On page 41 of “Maria Celebrates Brazil,” what
Read the passage. Use the visualize strategy to picture
words does the author use to help you visualize in your mind what is happening in the story.
the costumes?
The Food Festival
page 41 Van and his family went to the local food festival.
p y
Van’s eyes opened wide. He was amazed at how this
Maria thinks about her father’s words.
Pai is right. She and the other children have
I read that the quiet street had been changed. On each side, food
booths were set up showing colorful flags. He knew
worked hard for a year. They practiced their
dance steps over and over. They even made
children made a few. There was Mexico and there was China. Van
their own bright colorful costumes. bright and colorful followed his mom, dad, and sister down the street.
Mom stopped at the first booth. People were selling
costumes. This Greek salad there. Van’s family shared a big plate of
helps me visualize salad.
Then they walked to the Chinese booth. They had the
the parade. beef noodle soup.

L ABOR ATE
CO L
038-043_CR14_SI2_U1W2_MR_118866.indd 41 10/28/11 1:09 PM
Your Turn
What does Maria do in the parade? Reread
page 42 and visualize parts of the story APPROACHING BEYOND ELL
that help you answer the question. pp. 13–14 pp. 13–14 pp. 13–14
Janet Broxon
44
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Monitor and
Differentiate
SCAFFOLD
Quick Check
Q
Reread the first sentence Have children reread Have children reread Can children identify describing
on page 39. Make sure the first sentence on page 39. Have them words and use them to visualize
children understand the page 39. Ask: What does describe how they the story?
words bright and hot. a hot, bright kitchen picture the kitchen
Point to the window look like? (light, lots of in their minds. Elicit
in the picture and ask: sun) How does it feel? more details to support
Is the kitchen bright? (very warm) Then have children’s answers. Ask: Small Group Instruction
Pantomime being hot. children complete the What words in the story
Then have children sentence: In my mind, helped you to form a
complete this sentence: a bright, hot kitchen picture in your mind of If No Approaching Reteach pp. T156-T157
The kitchen is . is . Remind children the kitchen? Remind ELL Develop pp. T174-T175
Remind children to to visualize the story as children to visualize the If Yes On Level Review pp. T166-T167
visualize the story as they read. story as they read.
they read. Beyond Level Extend pp. T170-T171

WHOLE GROUP
DAY 2 OS
E REA
Comprehension Skill
CL
DIN
G
5
Mins
Character, Setting, Events
1 Explain
Go
Tell children that characters, settings, and events are all parts
Digital
of a story.
‡ A character is a person or animal in a story.
Reading/Writing
Workshop ‡ The setting is where and when a story takes place.
Maria begs.
Events are the main things that happen in a story.

‡ world the same and different?

Janet Broxon
38 39
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1:08 PM 39 10/28/11 1:09 PM
OBJECTIVES
Explain that setting and events can affect what characters do Maria
Describe how Celebrates
characters in a and say. Brazil
story respond to
major events and
challenges. RL.2.3
Use information Model how to identify the characters, setting, and one major event
gained from the on page 39 of “Maria Celebrates Brazil.” Model writing them in the
illustrations and graphic organizer. Present the
words in a print
or digital text Write About Reading: Sentences Model for children how to use Lesson
to demonstrate text evidence and the notes from the graphic organizer to write
understanding of its a few sentences describing the first major event in the story and
characters, setting, or how Maria feels about that event. For example: Maria wants to miss Character Setting Events
plot. RL.2.7
practice. Her mother tells her she must go to practice. Maria feels upset.
ACADEMIC Graphic
3 Guided Practice of Close Reading Organizer
LANGUAGE
• character, setting, Have children work in pairs to complete the graphic organizer for
events COLLABORATE “Maria Celebrates Brazil.” Have them note where the setting changes
• cognate: evento at the end of the story. Discuss each important event as children
complete the graphic organizer.
Write About Reading: Sentences Ask pairs to work together to
SKILLS TRACE complete the following sentence frames to describe major events
Character, Setting, in the middle and end of the story and how Maria feels about those
Events events.
INTRODUCE Unit 1 Week 2 Maria decides _______.
REVIEW Unit 1 Week 3; At the end of the story, Maria _______. She feels _______.
Unit 2 Week 1
ASSESS Units 1, 2
T126 UNIT 1 WEEK 2

DAY 2 • WEEK 2

A character is a person or animal in a story. The
setting of a story tells when and where a story
takes place. The events are what happens.
Find Text Evidence
A. Reread the passage and answer the questions.
As I read page 39 of “Maria Celebrates Brazil,”
1. Who are the characters in the story?
I learn who the characters are, what they do,
and where the story takes place. The characters in the story are Van, his sister, Mom, Dad.
2. Where does the story take place?
Character Setting Events The story takes place on a quiet street near where Van and his family
live.
Maria, Maria’s Maria wants to miss

3. What event takes place at the beginning of the story?
Mãe kitchen practice to go to her
Pai friend’s house. Van and his family go to the local food festival.

attention to expression. Stop after one minute. Fill out
the chart.
L ABOR ATE
CO L
Your Turn Words Read –

Number of
Errors
=
Words Correct
Score
First Read – =
Continue rereading the story. Then fill in Second Read – =
the information in the graphic organizer.

Go Digital! p. 15 p. 15 p. 15
Use th
U the iinteractive
t graphic organizer
45
044-047_CR14_SI2_U1W2_SK_118866.indd 45 12/19/11 10:50 AM
Monitor and
Differentiate

Q
SCAFFOLD Can children complete the graphic
organizer so that it shows the
Beginning Intermediate Advanced characters, settings, and events?
Reread the first page of Reread. Ask: Who are the Have children describe
“Maria Celebrates Brazil.” characters in the story? the characters, setting,
Help children fill in the Where does the beginning and main events. Then
following sentence of the story take place? have partners explain Small Group Instruction
frames: The characters Where does the end of to each other what
are . The setting is the story take place? the characters did and
in . One thing that What are two important felt during different
happens is . Clarify things that happen? Elicit events in the story. ELL Develop pp. T174-T177
children’s responses as more details to support Remind them to use If Yes On Level Review pp. T168-T169
needed. children’s responses. vocabulary words in
their discussions.

WHOLE GROUP
DAY 2
Language Arts
5
Mins
Writing Traits: Organization Go
1 Explain Remind children that good writers create strong
Digital
OBJECTIVES
With guidance and beginnings to tell readers about the characters and the problem
support from adults they face. A strong beginning grabs the readers’ attention and g
Expert Model
and peers, focus on a makes them want to read more.

There are big and little dogs. Some
topic and strengthen have soft fur and some have wiry
writing as needed by 2 Model Read aloud the model from Your Turn page 17. Then think dog’s cage.
revising and editing. aloud to model revising to make the beginning stronger.
W.3.5 Writing Model
She went to the store to get some milk. It was a long walk. When she
got there she was upset. She forgot her money. The store owner was
very kind. He said she could take the milk and bring the money later.
Think Aloud The beginning of this story is not strong because it
doesn’t say who the character is or where she is. I will revise it to say: Writing
Margaret went to the store to get some milk. She had to go six city
Conferencing Routines blocks past many tall buildings. Now readers know that the character
Teacher Conference is Margaret and the setting is a city.
I see a fish.
strengths of the writing. 3 Guided Practice Invite partners to continue to add details to make the
beginning stronger. Use the Prompts on Your Turn page 17 as a guide. Grammar
STEP 2 Focus on the
target trait.
STEP 3Make concrete
suggestions for revisions. WRITING ENTRY: STRONG BEGINNINGS
W
Peer Conferences 1 Revise Have children review their writing from Day 1. Ask them
Provide questions to
to revise their stories by making the beginning stronger by
guide peers as they adding information about the character, setting, or main event.
review a partner’s draft. Use the Conferencing Routines to help children revise. Circulate
✓ Is the writing among children and stop briefly to talk with individuals.
clear and easy to Provide opportunities for partners to work together using the
understand?
Peer Conferences routine.
✓ Does the beginning
make you want to 2 Edit Ask children to review the rules on Grammar Handbook
read more? page 474 and make sure they have used at least one
✓ How can the exclamation or command with correct punctuation. Also have
beginning grab the them check the rest of their story for correct punctuation,
reader’s attention?
grammar, and spelling.
T128 UNIT 1 WEEK 2

DAY 2 • WEEK 2

5
Mins
Grammar A. Read the draft model. Use the questions that follow the
draft to help you write a strong beginning for the story.
Draft Model
Exclamations She went to the store to get some milk. It was a long walk.
When she got there she was upset. She forgot her money. The
store owner was very kind. He said she could take the milk and
bring the money later.
1 Review Remind children that an exclamation is a sentence that 1. Who is the character in the story?
shows excitement. An exclamation begins with a capital letter and 2. Where does the story take place?
ends with an exclamation point. Read the following sentences 3. What information will make readers want to continue reading?
aloud and have children identify which is an exclamation. B. Now revise the draft by adding a strong beginning
that grabs the reader’s attention and tells the character
and setting.
We won our soccer game! We played soccer.

Answers will vary but should include information about the character
Explain to children that the first sentence is an exclamation and setting and should be written to grab the reader’s attention.
because it has an exclamation point and shows excitement.

2 Guided Practice Display the following sentences and read them
aloud. Elicit from children which sentences are exclamations. Add
an exclamation point to the end of those sentences. Add a period APPROACHING BEYOND ELL
p. 17 p. 17 p. 17
to the end of the other sentences. 017_017_CR14_NA_YTT_2_WT_U1W2_118867.indd 17 1/10/12 2:38 PM
Look out for the falling rock(!) She tied her shoe(.)
Max brushed his hair(.) I love my new bike(!)
3 Practice Have partners add an exclamation point to the sentence
that is an exclamation and a period to the sentence that is not.
I can’t wait to go to the park(!) The park is closed at night(.)
Then have partners write their own exclamation and share it with
the class.
and Punctuation
1 Review Remind children that an exclamation begins with a
capital letter and ends with an exclamation point.
2 Practice Invite volunteers to come to the board to
correct the capitalization and punctuation in these
exclamations:
i love my dog! tran won the race! that really scared me!
Daily Wrap Up
Talk About it ‡ Discuss the Essential Question and
Share and Compare Have partners each read an encourage children to use the oral
COLLABORATE exclamation from the story they wrote. If their story does vocabulary words.
not include an exclamation, have them think of one with ‡ Prompt children to review and discuss
their partner. Have them make sure their exclamation ends the skills they learned today. How do
with an exclamation point. those skills help them?
LANGUAGE ARTS T129

DAY 3 behavior
behavior
aside a b c
Word-Building
behavior
behavior
could

Cards Word Cards
aside language
culture plead
Reading/Writing fair scurries behavior
behavior
bun
Workshop invited share
Spelling Word
“Big Red Lollipop” Interactive Read- Cards
Aloud Cards
Build the Concept

5
Mins
Go
ESSENTIAL QUESTION
OBJECTIVES
Use information Remind children that this week they are talking about how families Digital
gained from the around the world are the same and different. Remind them of the
illustrations and family in “Maria Celebrates Brazil,” and of Alejandro’s family in “Dinner
words in a print at Alejandro’s.” Guide children to discuss the Essential Question using
or digital text
to demonstrate
information from what they have read and talked about throughout the
understanding of its week.
Dinner at
plot. RL.2.7
Review Oral Vocabulary Alejandro’s
Ask and answer
such questions as
Review the oral vocabulary words colorful, confusing, noticed,
who, what, where, overflowing, and tasty using the Define/Example/Ask routine. Encourage
when, why, and how children to discuss how families are alike and different when coming up Maria and her family are in their bright,
Maria begs.
to demonstrate
with examples for each word.

Janet Broxon
38 39
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details in a text. Maria

RL.2.1 Reread “Dinner at Alejandro’s” Celebrates
Brazil
Tell children that you will reread What
is it lik
e to go
Intera
ct ive
• Develop oral Child

ren go
to sch
to sc
hool
in an
other
coun
tryl? Or al
Read
Aloud
“Dinner at Alejandro’s.” Pause as

In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every
language. ey lea where e all Define

aroun :
study To learn
But sch rn ho are ali d the means
ool is w to ke. Ch world unders
someth
the wo dif fer read ildren d.. tand
ing so to
ent in and wr learn Examp it. you wil
rld. Kid ite. They from l
s ma some
learn at sch le: We lea
ways
you read to model identifying

Walki y get for ch math.
ool. rn ma
ny thin
ng an to sch ildren Ask:
Ho gs
in the d riding ool in tie you w did you
Unite a bus a dif in oth r sho learn
d Sta are co fer ent wa er pa es? how
• Discuss the Essential and fro tes. Bu rts of to

mmon y.
schoo :
ru is take l
seen n hap that
words that help children

eye col le: Brown
Question. nd to nds ha the lak pla ce

e the get to ildren pets
in you
are som
boat sch ool. At take r neighb e commo
home d fro ?
Inc.
again of the m
nies,
. day,
visualize the characters, setting,

the
-Hill Compa
McGraw
TK
ENGL
tion Credits
ht © The
ISH LA
LEARN NGUA
Copyrig
ERS GE
Illustra
Ask Qu
to sch estion: How
and events. Prompt children to

ool
get
ool, or pictur y
How
1
ACADEMIC
erent? nt?
Intens
In
Us theive Vocabu
identify the key details that help

Use
in How por
LANGUAGE
ce the d Aloud the
underli Cards
ned wo to
rds.
visualize, character, them to understand the story. 001_004_CR14_NA_IRA_2_U1W2_187770.indd Front1 2/3/12 2:04 PM
setting, events, key Interactive Read-Aloud Cards

details
Write About Reading
Have children write about the details that help them to understand how
the foods Tommy eats at Alejandro’s house are the same as and different
from the foods that Tommy is used to eating.
T130 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Comprehension
ENGLISH LANGUAGE
vie LEARNERS
Re w
5
Mins
Key Details Use Visuals Have children use
the illustrations on pages 42–43 to
help them describe the parade and
1 Explain Remind children that this week they have been learning how Maria looks and feels when
about how character, setting, and events are important parts of she is in the parade.
a story. Remind them that they have also learned to recognize
key details in a story. They can use these key details to help them
identify, visualize, and understand characters, settings, and events.
Use the Shared Read “Maria Celebrates Brazil” to review this skill.
Review the definition of the term key details.
‡ Key details are the important parts of a story that help you to
understand it.
‡ You can find key details in both the words and pictures of
a story.
‡ Readers can use key details to identify, visualize, and
understand characters, setting, and important events.
2 Model Display pages 40–41 of “Maria Celebrates Brazil.” As I look
at the pictures and read the text I see key details that tell me about the
characters, setting, and events. On page 40 I read that the parade is
important. That’s a key detail from the story.
3 Guided Practice Reread pages 42–43 of “Maria Celebrates Brazil”
with children. Pause as you read to model identifying key details
that help you to identify characters, setting, and main events.
‡ Help the children see that the second paragraph on page 42
introduces a new setting: the parade. How can you tell that the
setting is now the parade?
‡ Prompt children to describe how Maria feels about being in
the parade. If children have difficulty, have them reread the last
sentence on page 43.
‡ Have children identify key details on page 43 that help them
understand what’s happening at the parade.

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards e, o,

u, a, i, c, d, f, g, h, j, k, ck, m, n, p, q,
r, w, x. Have children say each sound.
For fluency in connected text, see
the Decodable Reader lesson in Small
Group.
5
Mins
Phonemic Awareness
Know and apply
1 Model Place markers on the Response Board to represent sounds.
Digital
grade-level phonics
and word analysis Show children how to orally blend phonemes. I’m going to put one
skills in decoding marker in each box as I say each sound. Then I will blend the sounds to
words. RF.2.3
form a word. (Place a marker for each sound you say: /s/ /e/ /t/.) This
Demonstrate word has three sounds: /s/ /e/ /t/. Listen as I blend these sounds to form
command of the
a word: /ssseeet/, set. The word is set. Repeat with sun and not.
conventions of
Phonemic
standard English 2 Guided Practice/Practice Let’s do some together. Using your own Awareness
capitalization,
punctuation, and
spelling when a time. Then we will blend the sounds to say the word. Do the first three
writing. L.2.2 with children.
c a t
Generalize learned pen mop hut
spelling patterns
when writing words lot jet dug Phonics
(e.g., cage ‡ badge; bus red fog
I the jar.
• Blend phonemes to
Phonics
fill fills filling
form words.
5
• Identify letter-sound Mins
Structural
correspondence /e/ Analysis
e, /o/ o, and /u/ u.
• Decode words with
Blend Words with Short e, o, u
short e, o, and u. 1 Model Display Word Building Cards t, o, p. Model how to blend the er ir or ur
• Identify and read her
sounds. This is the letter t. It stands for /t/. This is the letter o, it stands
words with -s, -es.
for /o/. This is the letter p, it stands for /p/. Let’s blend all three sounds: girl curb her word
/tooop/. The word is top. Spelling Word

ACADEMIC Continue by modeling the words bed, fox, cut, and leg. Sort
LANGUAGE
blend, ending, short 2 Guided Practice/Practice Repeat the routine with box, hen, run,
vowel sound
men, fun, dot, peg, sun, nod, dog, yet, gum, hug, fed, cot.
T132 UNIT 1 WEEK 2

DAY 3 • WEEK 2

5
Mins
Structural Analysis went
not
tell
tug
pet
hut
job
tub
fog
bun
Inflectional Endings -s, -es A. Word Sort

Look at the spelling words in the box. Match each word to a
vowel sound. Write the words on the lines.
1 Model Say the words run and runs. Ask children to listen closely Short e
went
Short u
tug
Short o
job
1. 4. 8.
to hear what is different. Point out the /z/ sound at the end of runs. 2. tell 5. hut 9. fog
‡ Write the words run and runs. Underline the letter -s at the end 3. pet 6. tub 10. not
7. bun
of runs. Tell children that the letters -s at the end of runs mean B. Missing Letter
that the action “run” is happening right now, as in “She runs.” A vowel is missing from each spelling word below. Write
py g
the missing letter in the box. Then write the spelling word
correctly on the line.
‡ Repeat with box and boxes, pointing out that the ending -es, 11. h u t hut
pronounced /ez/ means “more than one box.”
p
12. n o t not
13. t e ll tell
2 Practice/Apply Help children blend the words pen, pens; pig, pigs; 14. t u b tub
mess, messes; fox, foxes; cut, cuts; mop, mops; and job, jobs. Point out 15. f o g fog
that the letter -s at the end of a word can stand for /s/ as in cuts,
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5
Mins
Spelling
Short Vowels e /e/, o /o/, u /u/
1 Model Make index cards for e, o, u and form three columns in a
pocket chart. Say the sounds with children.
Hold up the pet Spelling Word Card. Say and spell it. Pronounce
each sound clearly: /p/ /e/ /t/. Blend the sounds, stretching the Monitor and
vowel sound to emphasize it: /peeet/. Repeat this step with went
and tell. Place all words below the e card. Read and spell each
Differentiate
spelling word together with children. Have children read each
word. What do you notice about these spelling words? They have Quick Check
Q
the short vowel sound /e/ spelled e.
Can children blend words with
2 Guided Practice/Practice Have children spell each word. Repeat short e, o, and u?
the process with the o and u words.
Display the words tug, hut, tub, and bun in a separate column. Read and
spell the words together with children. Point out that these spelling
words have the /u/ sound spelled u. Repeat with the words job, fog, Small Group Instruction
and not, placing them in the u column and pointing out the /u/ sound.
Conclude by asking children to orally generate additional words
with the same short vowel sound in each column. Write the
additional words on the board. Underline the common spelling
patterns in the additional words. If necessary, point out the
differences and explain why they are unusual.
WORD WORK T133

WHOLE GROUP
Quick Review

sounds.
5
Mins
Expression
OBJECTIVES 1 Explain Explain to children that reading with expression means Go
Determine or changing the tone of your voice to show different emotions such as Digital
clarify the meaning sadness, happiness, fear, anger, and excitement. For instance, when
of unknown and they read something happy, they should read in a way a person’s
multiple-meaning
voice sounds when they are happy.
as a bee’s?
based on grade 2 2 Model Model prosody by reading page 40 of the Shared Read,
two, three!
choosing flexibly
“Maria Celebrates Brazil.” Also point out how you pause for two, three!
from an array of punctuation, raising your voice at the end of questions and showing Fluency
strategies. L.2.4 excitement when you read an exclamation. Model reading at an
Use sentence-level appropriate rate and with accuracy. peered
the meaning of a 3 Guided Practice Have children read the text on page 40 aloud to a
word or phrase. partner. Make sure they pay attention to using the good expression.
L.2.4a Offer corrective feedback as necessary. Visual Glossary
accuracy and Fluency Practice
fluency to support
comprehension.
RF.2.4
Read on-level text
appropriate rate,
and expression on
RF.2.4b
• Use vocabulary
words in context.
T134 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Vocabulary
5
Mins
week’s and last week’s vocabulary words: aside, culture, fair, invited,
language, plead, scurries, share, actions, afraid, depend, nervously,
peered, perfectly, rescue, secret.
Work together with children to generate a new context sentence
for each word.
2 Practice Have children work with a partner to orally complete
each sentence stem using this week’s and last week’s vocabulary
words.
1. Move your homework so I can set the table for dinner. (aside)
2. The chipmunk away when it sees us. (scurries)
3. Our class must the crayons equally. (share)
4. Juan shook as he stepped onto the stage. (nervously)
5. The hungry dog up at the hamburger. (peered)
6. We got a ladder to the kitten stuck in the tree. (rescue)
7. Elise can do a cartwheel with no mistakes. (perfectly)
8. I am too to jump off the diving board. (afraid)
9. Don’t tell anyone my ! (secret)
10. Everyone follows the rules to make sure the game is . (fair)
11. Leo had to beg and for a new bike. (plead)
12. Maggie the whole class to her party. (invited)
13. Spanish is a I want to learn. (language)
14. I am from a different . (culture)
15. I can always on my dad to make my lunch. (depend)
16. I watch my brother’s to see what he will do next. (actions)
WHOLE GROUP
DAY 3 OS
E REA
Genre: Literature
CL
DIN
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5
Mins
Realistic Fiction
1 Explain
Go
Go
Share with children the following characteristics of realistic fiction.
Digital
‡ Realistic fiction is a made-up story.
‡ The characters are like real people and the events could happen
Reading/Writing
Workshop in real life.
‡ Realistic fiction has a beginning, middle, and end.
OBJECTIVES
Present the
Describe the overall 2 Model Close Reading Lesson
structure of a story,
including describing Model identifying the characteristics of realistic fiction in “Maria
how the beginning Celebrates Brazil.” Then use page 40 of “Maria Celebrates Brazil” to
introduces the story discuss story structure and how it can help you understand a story.
and the ending
concludes the action. Story Structure Explain that stories have a beginning, middle,
RL.2.5 and end. The beginning of a story usually introduces a problem.
Ask: What problem does Maria have at the beginning of the story?
Recognize the
characteristics of
(She doesn’t want to go to practice for the parade.)
realistic fiction.
ACADEMIC Have children work in pairs to find and list what happens in the
LANGUAGE COLLABORATE
middle and the end of the story. Tell them to discuss whether or not
realistic fiction, story the problem from the beginning of the story was solved. Then have
structure, beginning,
middle, end them share their work with the class.
T136 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Realistic Fiction
The story “Maria Celebrates Brazil,” is realistic
fiction. Realistic fiction:
• is a made-up story with characters that
could be real people. ONLEVEL PRACTICE BOOK p. 18
• has a beginning, middle, and end.
Two Kinds of Football
Find Text Evidence Tim and Victor agreed to play football with their
families. Tim said, “I brought a football.” Victor said, “I
I can tell that “Maria Celebrates Brazil” is realistic brought a soccer ball. Soccer is called football in many
countries.” They learned to play two kinds of football.
fiction. The characters are like real people. Also,
the story has a beginning, middle and end.
page 40
Story Structure
“It’s not fair,” says Maria in English. In the beginning of Answer the questions about the text.
Mãe does not know a lot of English.
Maria is surprised when she asks, “What is
not fair about going to practice? You must
the story, I read that 1. How do you know this text is realistic fiction?
do the right thing.” Maria wants to skip It is a made-up story. The characters are like real people, and the events
“Ana invited me to her house,” Maria
answers. “I want to go!” practice and go to a could really happen. It has a beginning, middle, and end.
py g
Pai says, “Maria, the parade is
important. People from around the world friend’s house. 2. What happens at the beginning of the story?
come to see it. They try our food,
see how we dress, and how Tim and Victor agree to play football with their families.
we live. It is a chance for us
p
to share our culture.”
L ABOR ATE
CO L 3. What happens in the middle?
Your Turn Tim brings a football and Victor brings a soccer ball.
4. What happens at the end?
Tell about events that The families play both soccer and football.
JJanet Broxon
happen in the middle and APPROACHING BEYOND ELL

Ja
40
end of the story. p. 18 p. 18 p. 18

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Monitor and
A C T Differentiate
Access Complex Text
Connections of ideas Quick Check
Q
Children may have trouble identifying the main conflict in the
story and seeing how it motivates the actions of the characters Can children identify important
events in the beginning, middle,
throughout the story.
and end of the story?
‡ At the beginning of the story, Maria doesn’t want to go to parade
practice. Why is this a problem? (The parade is next week. Maria
needs to be prepared.)
‡ In the middle of the story, how does Maria’s father convince her Small Group Instruction
to go to practice? (He tells her the parade is important because
people from around the world are coming to see it and it is a
chance for them to share their culture.) Does he help to solve the
problem? (Yes, his words convince her that it is important to go If Yes On Level Review pp. T166-T167
to practice.) Beyond Level Extend pp. T170-T171
GENRE T137
WHOLE GROUP
DAY 3 OS
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Vocabulary Strategy
CL
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5
Mins
Root Words
1 Explain
Go
Remind children that they can use what they know about root
Digital
words to figure out the meaning of a longer word.
‡ A root word is a word to which other word parts are added to
Reading/Writing make a longer word. Example: jump, jumped. The ending -ed is
Workshop
added to the root word jump to make the word jumped.
OBJECTIVES ‡ Children can separate the ending from the root word. If they
Present the
Determine or know the meaning of the root word and the meaning of the Lesson
clarify the meaning ending, they can figure out the meaning of the word. Example:
of unknown and The word jump means to move quickly up off your feet. The
multiple-meaning
words and phrases
ending -ed means something happened in the past. So jumped
based on grade 2 means to have moved quickly up off your feet in the past.
choosing flexibly
from an array of
strategies. L.2.4 Model using root words to figure out the meaning of hurrying on
Use a known root page 43 of “Maria Celebrates Brazil.”
word as a clue to
the meaning of an
unknown word with
the same root (e.g. Have children work in pairs to figure out the meanings of worked
addition, additional). COLLABORATE
and practiced on page 41 of “Maria Celebrates Brazil.” Have partners
L.2.4c
write each word and underline the root word. Then have them
use what they know about the meaning of the root word and the
ACADEMIC ending to figure out the meaning of the word. Have volunteers
LANGUAGE share their work with the class.
root word, ending
SKILLS TRACE
Root Words

REVIEW Unit 1 Weeks 4, 5;
Unit 2 Weeks 1, 3, 5; Unit 3,
Week 1; Unit 4 Week 4;
Unit 6 Week 3
ASSESS Units 1, 4, 6
T138 UNIT 1 WEEK 2

DAY 3 • WEEK 2
Root Words
not know, try to separate the root word from
the endings such as –ed, or -ing.
Find Text Evidence ONLEVEL PRACTICE BOOK p. 19
As I read the word hurrying, I can split the root To figure out a new word, separate the root word from the
word hurry from the ending -ing, which can ending. The endings -s, -es, and -ing
happening now. The ending -ed
g mean the action is
d means the action happened
mean something happening right now. I think in the past.
hurrying means “moving quickly right now.” A. Read each sentence. Look at each underlined word. Draw
a line between the root word and the ending.
1. Van’s eyes opened

p wide.
2. Food booths were set up showing

g colorful flags.
3. People were selling

g Greek salad there.
Maria sees a woman withha
B. Underline the verb in each sentence. Then change each
camera. She is hurrying. verb so that it tells about action happening now. Write the
new word.
4. Mom stopped at the first booth.

stops
5. At last, the family reached the end of the street.

L ABOR ATE
CO L reaches
Your Turn
Use root words to figure out the meanings
of other words in “Maria Celebrates Brazil.”
worked, page 41 APPROACHING BEYOND ELL
practiced, page 41 p. 19 p. 19 p. 19
Janet Broxon
47
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Monitor and
Differentiate

Q
SCAFFOLD
Can children use root words to
Beginning Intermediate Advanced figure out the meanings of worked
Point out the words Point out the words Point out the words and practiced?
hurrying, worked, and hurrying, worked, and hurrying, worked, and
practiced and define practiced and define practiced. Ask children
the words for children. the words for children. to identify the root word
Give them examples. Have them work with a of each. Then have them Small Group Instruction
Help them replace the partner to find the root define the root word
words with words they word of each. Point out and the longer word.
know. Point out that that other languages Ask children to find If No Approaching Reteach pp. T156-T165
practiced is a cognate: such as Spanish have cognates and tell them ELL Develop pp. T178-T179
practicó. Model correct root words as well, as in to a partner. If Yes On Level Review pp. T168-T169
pronunciation as the cognates practicar/
needed. practicó.

WHOLE GROUP
DAY 3
Genre • Realistic
G R li i Fiction
i
I’m so excited I run all the way home from school.

“Ami! I’ve been invited to a birthday party!
There’s going to be games and toys, cake and ice cream!
BBigigRReded
Can I go?”
Sana screams, “I wanna go too!”
Ami says, “What’s a birthday party?”
“It’s when they celebrate the day they were born.”
“Why do they do that?”
Lollipop
“They just do! Can I go?”
1
BIG RED LOLLIPOP by Rukhsana Khan, illustrated by Sophie Blackall. Text copyright © 2010 by Rukhasana Khan. Illustrations copyright © 2010 by Sophia Blackall. All
rights reserved including the right of reproduction in whole or in part in any form. This edition published by arrangement with Viking Children’s Books, a division of
by
Rukhsana Khan
illustrated by
Sophie Blackall
ber of Penguin Group (USA) Inc.
Essential Question
member
Penguin Young Readers Group, a membe
Read about how a girl and her

si
sisters get along.
Go Digital!
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: How are
Anthology families around the world the same and different?
Literature Anthology Review Genre: Realistic Fiction Tell children that as they read they should think
Review with children the key about how families are alike and different.
characteristics of realistic fiction: Story Words Read and spell the words musical
‡ Is a made-up story. and triangle. Tell children that musical means
having to do with music, and a triangle is a three-
‡ Has characters and events that could be real.
sided shape. They will read these words in the
‡ Has a beginning, middle, and end. selection.
Preview and Predict Read the title and look at
the picture on page 34. What might this story be
about. What might happen? Let’s find out.
T139A UNIT 1 WEEK 2

DAY 3 • WEEK 2

“I can’t take her! She’s not invited.”
“Why not?” says Ami.
“They don’t do that here!”
Ami says, “Well that’s not fair. You call up your friend
and ask if you can bring Sana, or else you can’t go.”
“But Ami! They’ll laugh at me! They’ll never invite
me to another party again!”
36 2 37

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Teacher Think Aloud I can use details in the What Makes This Text Complex?
text and illustrations to help me picture in my
mind what is happening in the story. The narrator Lack of Prior Knowledge Deeper reasons
Rubina says she is “so excited” and she runs home for character’s actions are not always stated.
from school. I can picture the way someone Understanding that the family in the story
would run when they are excited. I also look is from a different culture than American
at the illustration on page 35. This helps me to culture is key to understanding the story.
understand what the character is like. Connections of Ideas Children may need
help with the different layers of meaning.
2 Skill: Character, Setting, Events Purpose Children may need help with
Who are the characters we have read about so far? understanding the purpose of this story.
Where does this story take place? What big event do
we learn about? fpo
WHOLE GROUP
DAY 3
3 I say, “Look, Sana, one day At the party, I’m the only one who
you’ll
yo get invited to your brought her little sister. Sana has to
own friends’ parties. Wouldn’t win all the games, and when she falls
you like that better?” down duringng musical
musi chairs, she cries
like a baby. 5
4 “No! I wanna go now!”

I beg and plead, but Ami won’t listen. I have no
choice. I have to call. Sally says, “All right.” But it
doesn’t sound all right. I know she thinks I’m weird.
38 39

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3 Genre: Realistic Fiction 3

5 Reread
Realistic fiction stories have a beginning, middle, Teacher Think Aloud After reading pages 38
and end. The beginning of a story usually and 39, I want to make sure I understand what
introduces a problem. What problem does the I have read. I realize I still don’t understand why
main character have in the beginning of the Rubina says of Sally, I know she thinks I’m weird. I
story? How does she try to solve it? will reread these pages to find information I may
have missed.
4 Author’s Craft: Word Choice
On page 38 the author has Sana say, “I wanna go 6 Maintain Skill: Key Details
now!” The word wanna is not a real word, but it is What key details on pages 38–39 tell you about
the way a small child might say want to when she how the narrator Rubina feels about her little
is speaking. The author uses this word to make sister Sana coming to the party? Look in the text
Sana’s speech seem realistic because she is a and at the illustrations.
small child.
T139C UNIT 1 WEEK 2

DAY 3 • WEEK 2
Before we leave the party, Sally’s mom gives

us little bags.
Inside there are chocolates and candies, a
whistle, a ruby ring, and a big red lollipop! Sana
eats her big red lollipop on the way home in the
car. I save mine for later.
6
Sana doesn’t know how to make things
last. By bedtime, her candies are all gone,
her whistle is broken, and the ruby in her
7 ring is missing. I put my big red lollipop
on the top shelf of the fridge to have in
the morning.
All night I dream aabout
am abbo how
abo
good it will taste.. 8
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redits
Cred K
i TK
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7 Skill: Character, Setting, Events 8 Strategy: Visualize

What characters have we met so far? Where does Remember you can use key details to help you
the beginning of the story take place? What is COLLABORATE make a picture of the story in your mind. Read
one important event that takes place there? aloud the first two sentences on page 41 with
Now where are the characters on page 40? What your partner. Then take turns telling each other
happens there? Add this information to the chart. how you picture Sana in your mind.
Character Setting Events
Rubina, Rubina’s Ami says Rubina

Sana, Ami home must take Sana to
the birthday party.
Rubina, Sally’s Sana cries during

Sana, Sally birthday the games.
party

WHOLE GROUP
DAY 3
In the morning, I get up early to have it.
Sana’s already up. When she sees me, she
runs away.
I open the fridge door. All that’s left of my
lollipop is a triangle stuck to a stick.
“SANA!” 9
STOP AND CHECK
Visualize What happened to the lollipop?

What does that tell you about Sana? Use
the Visualize strategy to help you.
Credits TK
Credits TK
Cred
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STOP AND CHECK 9 Skill: Character, Setting, Events

Visualize What happened to the lollipop? What What important event happens on these pages?
does that tell you about Sana? Use the Visualize Add it to the chart.
strategy to help you? (I see the detail, All that’s
left of my lollipop is a triangle stuck to a stick. Character Setting Events
Someone must have eaten it. I picture Sana eating
the lollipop because on page 41 Rubina said Sana Rubina, the Ami says Rubina
Sana, Ami family’s must take Sana to
doesn’t know how to make things last.) home the birthday party.
Rubina, Sally’s Sana cries during

Sana, Sally birthday the games.
party
Rubina, the Sana eats Rubina’s

Sana family’s lollipop.
home
T139E UNIT 1 WEEK 2

DAY 3 • WEEK 2
10 I hear a sound in the front hall closet. I should

have
h known. That’s where she always hides.
I shove aside the coats and boots. “I’m going
to get you!”
Quick as a rat, she scoots through my legs and
runs around and around the living room, the
dining room,, the kitchen, yelling, “Ami! Ami!
Help! Help!”
11
K
ts TTK
ts TK
r iits
Credits
ts
its
Credits
Cred
Cred
Cre
Cr
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Sometimes you read details that help you Connection of Ideas
imagine sounds. Read the first sentence on
page 45. What kind of sound do you imagine Explain to children that to make a story
coming from the closet? Why? interesting, an author doesn’t always tell you
exactly what is happening, but she might
give details to help you figure it out.
11 Skill: Character, Setting, Events
‡ Point out that on pages 42–45 the author
What does Rubina do when she realizes Sana
never says that Sana ate the lollipop. Guide
has eaten the lollipop? What does Sana do in
them to understand that details in the
response? (Rubina goes to look for Sana and
story such as Sana eating all her own candy
chases her around the house. Sana calls for Ami
and running away when she sees her sister
to help her.)
are clues that Sana ate the lollipop.

WHOLE GROUP
DAY 3
Ami comes out, rubbing her eyes.
Sana runs to the fridge and brings back the
Sana runs behind Ami, where I can’t
triangle stuck to the stick. “Look! I didn’t eat all of
get her.
your lollipop! I left the triangle for you!”
“What’s going on out here?” says Ami.
“See?” says Ami. “She didn’t eat all of it. She’s
Sana says, “Rubina’s trying to get me!”
sharing with you! Go ahead. Take the triangle.”
Ami puts her hands on her hips. “Are
So I have to take it.
you trying to get your little sister again?”
“She ate my lollipop! The greedy
thing! She ate it!”
Ami says, “For shame! It’s just a
lollipop! Can’t you share with your little
sister?”
12
I want to cry, but I don’t..
“Go ahead. Eat the triangle.”

But I don’t. With all my might, I throw it across
the room. It skitters under the sofa.
Sana scurries after it and eats that too.. 13
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12 Skill: Character, Setting, Events 13 Strategy: Visualize

Sometimes different characters react differently Teacher Think Aloud We’ve been using the
to the same situation. When Sana eats Rubina’s details from the story to help us visualize what is
lollipop, Rubina reacts with anger. She says Sana is happening in the story. As you read page 47, how
greedy. How does Ami react differently? (Ami says does visualizing help you understand what the
that it is just a lollipop and that Rubina should share character Sana is like?
with her little sister.)
Student Think Aloud On page 47, I read that
the lollipop skitters under the sofa and Sana
scurries after it. I can picture the way Sana would
look scurrying after the lollipop and eating it.
This helps me understand what the character
Sana is like. It also helps me understand what is
happening in the story.
T139G UNIT 1 WEEK 2

DAY 3 • WEEK 2
14 The worst thing is that all the girls at school know Then one day Sana comes home waving an
if
if they invite me to their birthday parties, I have to invitation. “Ami! I’ve been invited to a birthday party!
bring Sana. There’s going to be games and toys and cake and ice
cream! Can I go?”
Our little sister Maryam screams, “I wanna go too!”
Sana says, “No! I can’t take her! She’s not invited!”
I don’t get any invitations

for a really long time.
STOP AND CHECK
Visualize What do you think will happen

if Sana takes Maryam to the party? Use
the Visualize strategy to help you.
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14 Root Words
The first sentence on page 48 has the word invite, Lack of Prior Knowledge
which means “to ask to come.” The second sentence
has the word invitations. What is the root word of This selection is about a Pakistani immigrant
invitations? (invite) Now let’s think about how the family. Children may not understand why
root word invite helps us to figure out the meaning Ami’s response to Rubina’s problems might be
of invitations. Invitations are cards or requests different from what their own parents would do.
asking someone to come to a special event. ‡ Explain that Ami makes her decisions
based on how things are done in Pakistani
STOP AND CHECK culture. Rubina thinks it’s not fair to take
Visualize What do you think will happen if Sana her little sister to the party because her
takes Maryam to the party? Use the visualize American friends do not have to take their
strategy to help you. (I picture Maryam acting like younger siblings. Ami does think it’s fair
Sana did at Rubina’s party. I imagine her crying because in her culture it is normal for a big
during games and eating all of her candy.) sister to take her little sister with her.

WHOLE GROUP
DAY 3
Ami says, “Well . . . it’s only fair. You went Ami says, “Fine then, you have to take
to Rubina’s friend’s party, now Rubina and Maryam.”
Maryam can go to your friend’s party.” Now it’s Sana’s turn to beg and plead.
I say, “Leave me out of it.” Ami won’t listen. Sana’s begging so hard
she’s crying, but still Ami won’t listen.
15
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Picture in your mind what Sana looks and sounds
like when she is begging and pleading with Ami. Sana, Ami the Sana is invited to
How is this different from when she was begging family’s a party. Ami says
and pleading to go to the party with Rubina at home she must take
Maryam.
the beginning of the story?
Rubina, Ami the Rubina convinces
16 Skill: Character, Setting, Events family’s Ami to let Sana go
home to the party alone.
What does Rubina do to help Sana? What does
COLLABORATE Sana do in return? Add these last events to the Sana, the Sana brings a
Character, Setting, Events Chart. Discuss with a Rubina family’s lollipop back
home from the party for
partner what you think made Rubina and Sana Rubina. The girls
decide to be kind to one another at the end of are friends.
the story.
T139I UNIT 1 WEEK 2

DAY 3 • WEEK 2
I could just watch her have to take Maryam.

I could just let her make a fool of herself at that
party. I could just let her not be invited to any
more parties, but something makes me tap Ami
on the shoulder.
“What?”
“Don’t make Sana take Maryam to the party.”
“No?” says Ami.
“No,” I say.
Ami thinks for a moment, then says, “Okay.”
So Sana gets to go by herself.
After the party, I hear a knock on my door.
“What do you want?” I ask Sana.
“Here.” She hands me a big green lollipop.
“This is for you.”
“Thanks,” I say.
16
After that we’re friends.
s.
16
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Return to Predictions and Purposes

Review children’s predictions. Ask them if their Purpose
predictions about the selection were correct.
Guide them to use key details in the text to Guide children to understand that the
confirm whether or not their predictions turned author’s purpose is to show the kinds of
out to be accurate. Were they surprised by any conflicts an immigrant family might have
parts of the story? How is Rubina’s family like and living in a different culture, and how the
unlike families they know? characters resolve those conflicts.
‡ Remind them of the conflict between
Rubina and Sana at the beginning of
the story. Discuss how the sisters finally
become friends by each thinking about
how the other feels and treating the other
in ways she would wish to be treated.

WHOLE GROUP
DAY 3
About the Author Respond to Reading
and Illustrator Summarize
Use important details about the
Rukhsana Khan was born characters, setting, and events to Character Setting Events
in Pakistan. Her family moved to summarize the story. Information

from your Character, Setting, and
Canada when she was three years
Events chart may help you.
old. Rukhsana tells stories about other
cultures as well as her own. Text Evidence
1. How do you know Big Red Lollipop is realistic fiction? GENRE
Sophie Blackall grew up in
2. How does Rubina feel about taking Sana to the birthday
Australia where she learned to party? Use details from the story to support your answer.
draw on the beach with sticks. She CHARACTER, SETTING, AND EVENTS
kept drawing because it was fun. 3. Use what you know about root words and endings to
Now she illustrates many books. figure out the meaning of the word invited on page 35
of the story. ROOT WORDS
4. Write about what causes Sana and Rubina to become
friends. WRITE ABOUT READING
Make Connections
Author’s
Author’s Purposee
Purpose
Purpos ESSENTIAL QUESTION
Authors write stories for different How can brothers and sisters
reasons. Sometimes they want to
(t) Nussaiba Benayoune (b) Barbara Sullivan
work to get along? TEXT TO WORLD

tell a funny story. Sometimes they
want readers to learn a lesson.
Why do you think Rukhsana wrote
this story?
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Meet the Author

Rukshana Khan AUTHOR’S CRAFT
Read page 54 with children. Ask them why they Author’s Craft: Dialogue
think Rukshana Kahn wrote about Rubina and her
family. Where does she come from? What does she Explain that authors often use dialogue, the
know about that helped her to write the selection? words the characters say, to show how and
what the characters think and feel. This is
Author’s Purpose more interesting than if the author simply tells
us about the characters.
Have children write in their Response Journals.
‡ Have children reread page 50. Say: What do
Rukshana wrote this story because .
you think Rubina is thinking and feeling when
she says “Leave me out of it,” on page 50?
‡ Have children find other examples of
dialogue in the story. Discuss how the

dialogue helps their understanding of the
characters and the story.
T139K UNIT 1 WEEK 2

DAY 3 • WEEK 2
Respond to Reading
ENGLISH LANGUAGE
Summarize LEARNERS
Guide children through steps to summarize. Retell Help children by looking
at each page of the selection and
‡ First, tell who the characters are.
asking a prompt, such as: Who
‡ Next, tell where the setting is. are the characters on this page?
What are they doing? How do they
‡ Then, tell the important events in the order in which they took
feel? Provide sentence starters to
place to state the summary. help children retell the selection
such as: In the beginning of the
story, Sana wanted . Rubina
Text Evidence wanted .
questions on Literature Anthology page 55. Model answering the
questions as needed.
1. Genre To determine why Big Red Lollipop is realistic fiction, we
need to look back at the text. Are the characters like people we
know? Yes, they have problems and solve them like real people.
Could the events happen in real life? Yes, in real life a girl might be
upset if she had to bring her little sister to a party.
2. Character, Setting, and Events We can find text evidence
about how Rubina feels about taking Sana to the birthday party
on page 36. She says “She’s not invited” and “They’ll laugh at me!”
This shows that she is unhappy about taking her sister.
3. Word Parts: Root Words To figure out the meaning of invited
we need to understand the meaning of the root word invite, which
means “to ask to come to a special event.” The ending -ed means
something already happened. So, in the sentence on page 35,
invited means Rubina was asked to come to a special event.
4. Write About Reading This question asks what causes Sana and
Rubina to become friends. Look back at the text for events that
caused them to be kind to each other. Write about how these events
caused the characters to change how they thought and acted.
Make Connections
ESSENTIAL QUESTION
Have partners discuss two ways Rubina’s family is like families they
know, and two ways they are different from families they know. Then
discuss the examples as a class.
Text-to-World Have children discuss how brothers and sisters can
COLLABORATE work to get along.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
OBJECTIVES Discuss Strong Beginnings Go
With guidance and
support from adults Review Invite children to recall that writers create strong beginnings
Digital
and peers, focus on a to give information about the story and to grab readers’ attention.
writing as needed by Share Ask for a volunteer to share his or her revised writing from
revising and editing. Day 2. Encourage the class to point out how the volunteer created
W.2.5 a strong beginning. Invite the volunteer to point out one thing that
Demonstrate makes his or her beginning strong and why.
command of the Present the
conventions of Lesson
standard English
grammar and usage
WRITING ENTRY: STRONG BEGINNINGS
W
when writing or 1 Prewrite Ask children to choose a new topic for writing by
speaking. L.2.1
searching their Writer’s Notebook for ideas for a realistic fiction
Demonstrate story. Or, provide a prompt such as the following one:
command of the Writing
conventions of
Write a story about a character who visits a friend whose family
standard English is different from his or her own. Make sure to start the story
capitalization, with a strong beginning. Character Setting
Point of
View
punctuation, and
spelling when 2 Draft Ask children to use a Character, Setting, and Events
writing. L.2.2 Chart to brainstorm and organize their story ideas. Encourage
them to refer to their charts as they write their drafts. Graphic
Organizer
ACADEMIC
LANGUAGE
brainstorm, organize,
draft, punctuation I see a fish.
Grammar
T140 UNIT 1 WEEK 2

DAY 3 • WEEK 2
5
Mins
LEARNERS
Commands and Exclamations Commands and Exclamations
Display the following sentences.
Review Remind children that a command is a sentence that tells Read them aloud with expression
someone to do something. It begins with a capital letter and ends while demonstrating the action.
with a period. An exclamation is a sentence that shows excitement or Write your name.
surprise. It begins with a capital letter and ends with an exclamation She won the race!
point. Review with children that a
Practice Display the sample sentences. Invite partners to identify command tells someone to
which is a command and which is an exclamation. do something. It ends with a
period. An exclamation shows
I love sunny days! (exclamation) surprise and ends with an
exclamation mark. Reread the
Put away your books. (command)
sentences chorally with children,
Look at those fireworks! (exclamation) demonstrating proper expression.
Have volunteers suggest other
commands and exclamations.
Mechanics: Capitalization Write them on the board and have
the children read them aloud.
and Punctuation
Review Remind children that all sentences begin with a capital
letter and end with punctuation. A command tells someone to do
something. It ends with a period. A sentence that shows surprise or
excitement is called an exclamation and ends with an exclamation
point.
Practice Have children rewrite the following sentences with the
correct capitalization and punctuation.
that’s a great surprise (That’s a great surprise!)
take your sister to the party (Take your sister to the party.)
look out for that hole (Look out for that hole!)
Talk About It
Role Play Have children act out a scene from a story they
COLLABORATE read or listened to this week. Challenge each actor to use at
least one command and one exclamation appropriately. Daily Wrap Up

the skills they learned today. Guide
them to give examples of how they
used each skill.
LANGUAGE ARTS T141

DAY 4 a b c
Word-Building
behavior
behavior
could
Word Cards
behavior
behavior
pet
Spelling Word
“A Look at Families”
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Participate in
Remind children that this week they have been learning about how Digital
COLLABORATE families around the world are alike and different. Guide children to
collaborative
conversations about discuss the question using information from what they have read and
grade 2 topics and discussed.
adults in small and Use the Define/Example/Ask routine to review the oral vocabulary
larger groups. words colorful, confusing, noticed, overflowing, and tasty. Prompt
SL.2.1 children to use the words as they discuss how families around the world Phonemic
Know and apply are alike and different. Then review last week’s oral vocabulary words Awareness
grade-level phonics squawked, relief, panic, awkward, and outrageous using the Define/
and word analysis Example/Ask routine.
skills in decoding m a
words. RF.2.3
n t p
• Isolate phonemes.
Phonics
• Add inflectional
endings -s, -es.
I the jar.
ACADEMIC fill fills filling
LANGUAGE
short vowel, build,
Structural
endings
Analysis
T142 UNIT 1 WEEK 2

DAY 4 • WEEK 2
Word Work
Quick Review
Phonemic Awareness
Build Fluency: Sound-Spellings:
5
Mins
e, o, u, a, i, c, d, f, g, h, j, k, ck, m, n,
Phoneme Isolation sound. Repeat and vary the pace. For
fluency in connected text, see
1 Model Listen as I say the word hot: /hooot/, hot. What is the sound the Decodable Reader lesson in
you hear in the middle of the word hot? The middle sound in hot Small Group.
is /o/.
2 Guided Practice/Practice Have children practice isolating the
medial vowel sound with these words. Do the first two together.
hut sit den cat hop cup wet sad fog
5
Mins
Phonics
Build Words with Short e, o, u
Review Remind children of these short vowel spellings: letter e /e/,
letter o /o/, letter u /u/. Use the Word Building Cards to build words
with /e/, /o/, and /u/. Place the letters for net. Let’s blend the sounds
and read the word, /nnneeet/. Now change the vowel e to u. Blend the
new word, /nnnuuut/.
Continue with not, pot, lot, let, get, got, hot, hut, hug, dug.
Monitor and
Differentiate
5
Mins
Structural Analysis
Quick Check
Q
Inflectional Ending -s, -es Can children build and decode
1 Review Write the words mix, mixes; hen, hens; cap, caps. Remind words with short e, o, and u?
children that when the endings -s and -es are added to a noun
they mean more than one thing. When -s and -es are added to a
verb they mean the action is happening right now. The ending -s
can sound like /s/ or /z/. The sound of -es is /ez/.
2 Practice Write two columns on the board and label them -s and If No Approaching Reteach pp. T158-T161
-es. Under -s, write the words dog, run, jet. Under -es, write the ELL Develop pp. T174-T181
words fox, mess, bus. Have pairs build words by adding the ending If Yes On Level Review pp. T168-T169
to each word in its column. Have children blend each word. Then Beyond Level Extend pp. T172-T173
have them write two sentences using one word from each column.

WHOLE GROUP
Quick Review

sounds.
5
Mins
Spelling
OBJECTIVES Word Sort with Short e, o, u Go
Determine or
Review Provide pairs of children with copies of the Spelling Word
Digital
clarify the meaning
of unknown and Cards. While one partner reads the words one at a time, the other
multiple-meaning partner should orally segment the word and then write the word. After
words and phrases
reading all the words, partners should switch roles.
based on grade 2
reading and content, Practice Have children correct their own papers. Then have them sort
choosing flexibly the words by short vowel spelling e, o, or u.
from an array of Spelling Word
strategies. L.2.4 Routine
Use a known root
word as a clue to 5
Mins
they together
the meaning of an
unknown word with how eat
the same root (e.g.,

addition, aditional).
could, find, funny, green, how, little, one, High-
L.2.4c or, see, sounds Frequency
Word Cards
accuracy and
Review Display high-frequency words: little, how, could, one, see, find,
fluency to support green, funny, sounds, or. Have children Read/Spell/Write each word.
Could you make a buzz as long
comprehension. ‡ Point to a word and ask a child to use it in a sentence. as a bee’s?
two, three!
RF.2.4 One, two, three, I buzz and then,
‡ Review last week’s words using the same procedure. I could make a buzz for one,
two, three!
• Sort words with

Fluency
short e, o, u.
• Review high-
frequency words.
T144 UNIT 1 WEEK 2

DAY 4 • WEEK 2
Fluency/Vocabulary
5
Mins
Expression
Review Remind children that reading with expression means
changing the tone of your voice to show different emotions such as
sadness, happiness, fear, anger, and excitement. For instance, when
they read something happy, they should read in a way a person’s
voice sounds when they are happy.
to a partner. Make sure they pay attention to using good expression.
Offer corrective feedback as necessary.
Fluency Practice
vie
Re w
5
Mins
1 Explain/Model Adding -ed, -ing, -s, or -es to a root word changes
the meaning of the word.
‡ When -ed is added to the end of a verb, it means that the action
took place in the past. When -ing is added to the end of a verb,
Monitor and
it means that the action is happening now. Differentiate
‡ When -s or -es is added to the end of a verb, it means that the
action is happening now. Quick Check
Q
‡ When -s or -es is added to the end of a noun, it means that the
noun names more than one. Can children read fluently with
good expression?
Write and say jumping. Have children repeat it. Model how to use
inflectional endings to understand the meaning of jumping.
2 Guided Practice Write the words flying, stings, misses, and
COLLABORATE drinking. Have children work in pairs to separate the root word and
the ending, and use word parts to figure out the words’ meanings. If No Approaching Reteach pp. T156-T165
Guide them to explain what each word means. ELL Develop pp. T174-T181

WHOLE GROUP
DAY 4
Genre • Expository
G i Text
Compare Texts
Read about how families are
alike and different.
A Look at 2
Mexican meal
Families
Families around the world do
A Korean family sharing a meal
All families share food. Culture has

some things the same. They have a lot to do with what a family eats.
differences, too. Let’s take a look at Families may also eat foods from other
how families in different cultures live. cultures.
cu
(t) Miki Duisterhof/Photographer’s Choice/Getty Images (c) Kentaroo Tryman/age footstock (b) Paul Taylor/The Image Bank/Getty Images
All families need homes. Some 2 Some families in Korea

families live in large cities. They Apartment homes in the eat
ea rice and fish. Meals
United States and Denmark
might live in tall apartment in Mexico often
buildings. Many families live in include rice and
(tl) Asia Images Group/Getty Images (tr) FoodCollection/SuperStock (b) BananaStock/PunchStock

the same building. beans. Pasta is a
Some families live near water. Some common Italian
families live in houses on stilts. Stilts meal.
are tall poles. They keep the homes
safe from water.
1 Family homes in Chile

Pasta meal
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Read Literature 1 Ask and Answer Questions
Captions give more information about a picture.
Anthology How do the captions on page 56 help you picture
Literature Anthology Compare Texts how families around the world live? (They help
Review with children that in me see the different kinds of homes that families
Big Red Lollipop they read about a family from around the world live in.)
Pakistani and Canadian culture. Now they will
read an expository text selection about families 2 Ask and Answer Questions
around the world. Tell children that as they read The text on page 57 tells you that some families
they should think about how the families in the in Korea eat rice and fish. What additional
expository text selection are like and unlike the information does the photograph show about
family in Big Red Lollipop. how a family in Korea share a meal? (The
photograph shows them sitting together at a
table using chopsticks to eat from bowls.)
T145A UNIT 1 WEEK 2

DAY 4 • WEEK 2
Japanese family American family
Indian family
3
All families talk to each other. Different families
All families celebrate together. In India,
speak different languages. Culture has a lot to do
families celebrate the holiday Diwali. They light a
with how families talk to each other.
row of lamps called deepa (dee-pah) outside their
In Japanese, a grandfather may be called ojiisan
homes. In the United States, families celebrate
(oh-jee-sahn). A grandmother may be
Independence Day. They might watch fireworks
obaasan (oh-baah-sahn).
or go to a parade.
In South Africa when
What are some things you celebrate with
families visit each other,
your family?
they say, “Sawubona!”
(sah-woo-boh-na). This
Make Connections
means hello! How are families around the world the
(t) Dex Image/Getty Images (b) Heinrich van den Berg/Getty Images
(l) PhotosIndia.com/Getty Images (r) Purestock/Getty Images

same and different? ESSENTIAL QUESTION
How do all the families you have read
about this week celebrate together?
TEXT TO TEXT
South African family
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Use the text and your own experiences to picture Specific Vocabulary
what American families do on Independence Day.
(American families watch parades with people Point out the words cultures and languages.
carrying American flags. Then the families go to Prompt children to use the context sentences
watch fireworks.) to help them understand the words.
Make Connections
Have partners make connections between the
COLLABORATE families in “A Look at Families” and the family in
Big Red Lollipop.

WHOLE GROUP
DAY 4
Language Arts
5
Mins
OBJECTIVES Revise Have children revise their drafts from Day 3 by making a Go
With guidance and stronger beginning. Children should make sure they have included
interesting details about the main character and his or her problem.
Digital
support from adults
As children revise their drafts, hold teacher conferences with individual
writing as needed by children. You may also want to have partners conduct peer conferences.
revising and editing. Edit Model using proofreading marks to edit. Then have children use
W.2.5
Demonstrate
command of the
Invite children to review Grammar Handbook page 474 and check Writing
conventions of that they have used sentences, commands, and exclamations
standard English correctly. Encourage children to proofread for other errors, including
grammar and usage capitalization, punctuation, and spelling.
when writing or
speaking. L.2.1
Demonstrate Conference Routines Proofreader’s
command of the Marks
Teacher Conference
conventions of
standard English Step 1: Talk about the strengths of the writing. This strong beginning
capitalization, makes me want to keep reading.
spelling when Step 2: Focus on the target trait. Your beginning includes interesting
writing. L.2.2 information about the character, setting and problem.
Grammar
Step 3: Make concrete suggestions for revisions such as those below,
ACADEMIC and then meet again to review progress.
LANGUAGE
revise, conference,
punctuation
Suggested Revisions
Focus on a Sentence Read the draft and target one sentence
for revision. Rewrite this sentence by changing the word _______ to
something that better describes the setting.
specific suggestions. I would like to know more about _______ at the
beginning. Add some interesting details about _______ that will make me
want to read more.
Focus on a Revision Strategy Underline a section of the writing and ask
children to use a specific revision strategy, such as adding words. As a reader, I
want to be pulled into your story quickly. Your beginning could be stronger if you
add words to help the reader understand the characters and setting.
T146 UNIT 1 WEEK 2

DAY 4 • WEEK 2
Peer Conference
‡ What details make the beginning strong?
‡ Where can the beginning be stronger?
5
Mins
Grammar
Exclamations and Commands
Review Review that an exclamation is a sentence that expresses
surprise or excitement. It ends with an exclamation point. A command
is a sentence that tells someone what to do. A command ends with a
period.
Display the following sentences on the board. Point out the features of
an exclamation and a command.
Sit in your seat, please. We are going on a field trip today!
Practice Have partners work together. Each child writes a command
COLLABORATE or an exclamation and shows it to his or her partner. The partner
determines what kind of sentence it is based on its punctuation and

what it expresses. Partners help each other to correct errors.
and Punctuation
Review Review that a sentence begins with a capital letter
and ends with punctuation, such as a period, exclamation
point, or question mark.
Practice Display the following command and exclamation.
Have children correct the capitalization and punctuation.
feed the cat at noon (Feed; .)
we played the best game ever (We; !)
Daily Wrap Up
Talk About It encourage children to discuss it using
Simon Says Sentences Have partners play “Simon Says.” the vocabulary words.
COLLABORATE Have each partner write down two “Simon says” commands. ‡ Prompt children to discuss the skills
They should also write down one exclamation. Have them they practiced and learned today.
take turns reading their sentences to their partner. The Guide them to share examples of how
partner should only follow the “Simon says” commands. they used each skill.
LANGUAGE ARTS T147

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
L STU
IA
DI
SOC
ES
OBJECTIVES
Participate in
Make a Poster
collaborative Review the steps in the research process. Tell children that today they
conversations with COLLABORATE will do a research project with a partner comparing the celebrations,
diverse partners food, clothing, and sports of two countries.

and adults in small STEP 1 Choose a Topic
and larger groups. Guide partners to pick a country to research. Each partner picks a
SL.2.1
different country.
• Build background
knowledge. STEP 2 Find Resources
• Research
Review how to locate and select appropriate
information using
technology. resources. Discuss how to use the selections from
the unit as sources, as well as reference materials
and online sources.
ACADEMIC
LANGUAGE
topic, resources,
STEP 3 Keep Track of Ideas
compare Have children make a Four-Door Foldable® to
record ideas and facts from sources. Model
recording the names of the sources and the name
of the author.
Listen Carefully As children engage in partner, small group, and
T148 UNIT 1 WEEK 2

DAY 4 • WEEK 2
STEP 4 Create the Project: Poster

Tell children that they can make a poster that compares their
two countries’ celebrations, food, clothing, and sports. Explain
the characteristics of a poster.
‡ Information The purpose of a poster is to give information.
In this project, the poster will display and compare facts
about two different countries.
‡ Image A poster has an engaging image related to the message.
‡ Text A poster can have text that gives information about the image.
Have partners create a poster about their countries.
‡ Guide them to make a poster with pictures, photographs, captions,
and labels to compare the two countries.
‡ Prompt children to include information about how the countries are
the same and different.

SCAFFOLD

Use Sentence Frames Use Discuss Guide children to explain Explain Prompt children to
sentence frames to help children the most important details about explain how families in the
identify the topic and information their countries. Ask: What countries countries they researched are
for their posters. For example: did you learn about? How are alike and different. Guide them to
Our poster is about families in families in your countries the same? include this information in their
and . is the same. How are they different? posters.
and are different.
INTEGRATE IDEAS T149

DAY 5 a b c
Word-Building
behavior
behavior
could
Word Cards
behavior
behavior
Reading/Writing pet
Workshop
Spelling-Word
Integrate Ideas
OBJECTIVES
Ask and answer
Text to Text
who, what, where, selections about families. Tell them that now they will compare these
when, why, and how texts. Model comparing text using “Maria Celebrates Brazil,” Reading/
to demonstrate Writing Workshop, pp. 38–43, and Big Red Lollipop, Literature
details in a text.
Anthology, pp. 34–53. Use a Shutter Foldable® to record comparisons.
RL.2.1 Think Aloud “Maria Celebrates Brazil” and Big Red Lollipop are both
about families and how they cooperate with one another. In “Maria
• Develop answers
Celebrates Brazil,” Maria is glad in the end that she listens to her father
to the essential
question. and attends the parade. In Big Red Lollipop, at first the two sisters argue,
• Make text but then they learn to get along and even become best friends!
connections to the
world. Complete the Organizer Have children
COLLABORATE use a Dinah Zike’s Shutter Foldable to record
comparisons. Guide children to discuss and write

ACADEMIC
about the families in the selections.
LANGUAGE
beginning, characters,
Present Information Ask groups to present their
problem
information to the class.
Text to Self
Discuss Have children discuss events that celebrate their family’s
culture. Ask: What family events celebrate another culture? Describe them.
Text to World
Have children discuss what they have learned about how families are
alike and different. Ask: Why are family celebrations important? How do
family members help one another?
T150 UNIT 1 WEEK 2

DAY 5 • WEEK 2
OBJECTIVES
Write an Analysis
structure of a story, Cite Evidence Using text evidence, children will analyze how the
including describing author of a text they have read this week used story structure.
how the beginning
Refer to the Character, Setting, and Events chart the class completed
and the ending for Big Red Lollipop. Review the events in the story. Guide children to
concludes the action. analyze text evidence by asking “how” and “why” questions about the
RL.2.5 structure of the story.
Draw evidence ‡ What problem does Rubina have at the beginning of the story?
from literary or
informational text ‡ What happens at the party?
to support analysis, ‡ In the middle of the story, how does the relationship between Sana
reflection, and
research. W.4.9 and Rubina change?
‡ At the end of the story, how does Sana become Rubina’s friend?
At the beginning of Big Red Lollipop, I could visualize .

In the middle of the story, I could visualize .
The author included these events to show that .
At the end of the story, I could visualize .
My favorite part of the story was .

information about Big Red Lollipop.
Then have children use the sentence frames to write about another
fictional text they have read this week.
how the evidence they cited in the text supports their ideas.
L STU
IA

DI
SOC
ES
OBJECTIVES
Participate in shared
Wrap Up the Project
research and writing Guide partners to share information about the countries that they
projects. W.2.7 researched and to point out the details in their posters. Prior to
the presentations, review Presenting Checklist 1 and the Listening
Checklist with children.
WRAP UP THE PROJECT T151

WHOLE GROUP
Quick Review
Display the Word-Building Cards e, o,
Word Work u, a, i, c, d, f, g, h, j, k, ck, m, n, p, q,
r, w, x. Have children say each sound.
Repeat and vary the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Blending/Segmentation Go
Know and apply
Review Guide children to blend phonemes to form words. Listen as I say
Digital
grade-level phonics
and word analysis some words sound by sound. Then blend those sounds to form each word.
skills in decoding
/m/ /e/ /t/ /n/ /o/ /t/ /k/ /u/ /p/
words. RF.2.3
/t/ /u/ /b/ /s/ /e/ /t/ /t/ /o/ /p/ m a
Demonstrate
command of the n t p
conventions of
Word Building
Phonics
standard English
Cards
capitalization, 5
Mins
punctuation, and
spelling when
writing. L.2.2
Blend Words with Short e, o, u
Generalize learned
spelling patterns Review Have children read and say the words wet, tell, job, fog, tug, and
when writing words bun. Then have children follow the word building routine with Word- Spelling Word
(e.g., cage ‡ badge; Building Cards to build box, fox, fog, hog, hug, tug, tub, rub, rug, bug, beg, Cards
boy ‡ boil). L.2.2d bet, pet, pen, men.
• Blend phonemes to they together
form words.
Structural Analysis
how eat
correspondence /e/
5
Mins
High-Frequency
spelled e, /o/ spelled Word Cards
o, /u/, spelled u.
• Decode words with Inflectional Endings, -s, -es
short e, o,.u. peered
Review Remind children of the endings -s, -es. Have children listen for
the /s/, /z/, or /ez/ sounds at the end of these words: misses, bugs, kisses,
cats, and pets. Ask volunteers to write the words on the board.
Visual Glossary
T152 UNIT 1 WEEK 2

DAY 5 • WEEK 2
5
Mins
Spelling
Word Sort with Short e, o, u
words into short e, o, and u sounds.
Assess Assess children on their abilities to spell words with short
e, o, and u. Say each word and provide a sentence so that children
to provide an additional word for the short vowel sound in order to
5
Mins
or, see, sounds
Review Display High-Frequency Word Cards could, find, funny, green,
how, little, one, or, see, sounds. Have children Read/Spell/Write each
word. Have children write a sentence with each word.
Monitor and
Differentiate
5
Mins
Vocabulary Words
Quick Check
Q
aside, culture, fair, invited, language,
plead, scurries, share Can children read and decode
words with short e, o, u?
Review Display Visual Vocabulary Word Cards aside, culture, fair, Can children recognize and read
invited, language, plead, scurries, share. Have children review each high-frequency words?
word using the Define/Example/Ask Routine on the back of each card.

WORD WORK T153

WHOLE GROUP
DAY 5
1
Language Arts
5
Mins
With guidance
Discuss Discuss with the class what they learned about creating strong
Digital
and support from
adults, use a variety beginnings for their writing. Guide them to recall that strong beginnings
of digital tools to grab the reader’s attention, introduce the characters and setting, and
produce and publish
tell about the main problem.
writing, including in
collaboration with Present Invite volunteers to choose a writing entry from the week
peers. W.2.5 to share with the class. Compare each volunteer’s draft with his or her
Writing
Demonstrate revised text, and encourage children to identify how the volunteer
command of the organized his or her story to have a strong beginning. Have children
conventions of
discuss the writing by focusing on how the beginning grabbed their
standard English
grammar and usage attention.
when writing or Reflect Have children use their Writer’s Notebook to reflect on their
speaking. L.2.1
progress as writers. Invite them to consider the following prompts as Checklists
Demonstrate they write:
command of standard
English capitalization, What would be a strong beginning for the story you wrote?
punctuation, and What other topics about families might you like to write about this week? I see a fish.
spelling when
writing. L.2.2 What kinds of sentences would you use? Why?
Grammar
ACADEMIC
LANGUAGE
command, expression
T154 UNIT 1 WEEK 2

DAY 5 • WEEK 2
5
Mins
Grammar
Commands and Exclamations
Review Ask: What is a command? (a sentence that tells someone to
do something) What punctuation mark ends a command? (a period)
Offer several examples of commands. Ask: What is an exclamation?
(a sentence that expresses excitement) What punctuation mark ends
an exclamation? (an exclamation point) Offer several examples of
exclamations.
Practice Write the following sentences on the board. Have children
identify each sentence as a command. Then have them tell how to
rewrite each as an exclamation.
Look at that plane. (Look at that plane!)
Tell me a story. (Tell me a story!)
and Punctuation
Review Remind children that a command begins with a capital
letter and ends with a period. An exclamation is a sentence that
shows excitement. It begins with a capital letter and ends with an
exclamation point.
Practice Have partners write five simple, polite commands
in a game of “Simon Says.” Then have them write five
simple exclamations in a game of “Simon Exclaims!”
Reteach
If children have difficulty identifying commands,
exclamations, or sentence capitalization and punctuation, Wrap Up the Week
review the use of each. Provide opportunities for children
to practice the skills in small groups, with a partner, or
independently.
Talk About it ‡ Review the comprehension strategy

and skill.
Role Play Using their own words, have children
COLLABORATE spontaneously reenact a scene from a story they’ve read
‡ Review words with short e, o, u.
during the week. Other students listen and identify each ‡ Use the High-Frequency Word Cards
other’s correct grammar usage. The group corrects any to review the Words to Know.
grammar errors. Make sure that children use commands ‡ Review the story structure of a
and exclamations in their reenactments. realistic fiction story.
LANGUAGE ARTS T155

Approaching Level
Fiction
Music in My Leveled Reader:

by Parker Wu
illustrated by Ethan Long
Music in My Family Go
Digital
Before Reading
Preview and Predict
Fiction
Music in My
P
PD
by Parker Wu
PAIRED
Making Music
READ
READ Making Music
Leveled Reader
Leveled
OBJECTIVES Review Genre: Realistic Fiction

Point of
Describe how Have children recall that realistic fiction is a made-up story with Character Setting View
characters in a
story respond to
characters that are like real people and events that could happen in
major events and real life. Realistic fiction has a beginning, middle, and end.
challenges. RL.2.3 Graphic
Organizer
Use information Essential Question
gained from the Set a purpose for reading: Let’s read to find out how families around the
illustrations and words world are the same and different.
text to demonstrate Remind children that, as they read a selection, they can ask questions
understanding of its about what they do not understand or want to know more about.
characters, setting, or Retelling
plot. RL.2.7 Cards
During Reading
MATERIALS Guided Comprehension
Leveled Reader As children whisper read Music in My Family, monitor and provide
Music in My Family
guidance, correcting blending and modeling the key strategies and skills.
Strategy: Visualize
Remind children that they can use the words and pictures to imagine
what characters and events look like. Use page 3 to model the strategy:
The words help me visualize the festival. The text says there will be many
bands and people from around the world.
Skill: Character, Setting, Events
Remind children that a character is a person or animal in a story, the
setting is when and where a story takes place, and events are what
happens. After reading, ask: Who are the characters? What are the
settings? What happens? Display a Character/Setting/Events chart for
children to copy.
T156 UNIT 1 WEEK 2

WEEK 2
Model recording children’s answers in the boxes of the chart. Have

Think Aloud Mira, her mother and father, and her friend Lucy are the Circles
main characters. The first setting in the story is Mira’s home. The first Lead children in conducting
event is that Mira, her father, and Lucy leave to go to a music festival. a literature circle using the
Guide children to complete the chart for the rest of the story. Thinkmark questions to guide
After Reading learned about how musical
instruments from around the
Respond to Reading world are alike and different
Have children complete the Respond to Reading questions on page 16 from both selections in the
after they have finished reading. leveled reader.
Retell
as a guide. Help children make a personal connection by asking: How is
Level
Up
Fiction
your family like the one in the story? How is it different?

by Parker Wu
illustrated by Akemi Gutierrez
Model Fluency Fiction
Music in My
Read the sentences one at a time, modeling how tone of voice is by Parker Wu
used to express characters’ emotions. Have children chorally repeat. PAIRED

IRED
IRE
READ
D
ED
New Year’s Eve
Apply Have children practice reading with partners. Provide feedback

as needed.
PAIRED
Making Music
READ
Fictio
Fictionn
Genre Informational Text
Musici inn MMy

Compare Texts
Read about some of the different
ways that people make music. IF Children can read Music in My
PA I R E D R E A D … Making Music by Pa
Parker Wu
illustrated b
by Ethan Long Family Approaching Level with fluency
The sitar is a popular
musical instrument in and correctly answer the Respond to
John Henry Claude Wilson/Robert Harding World Imagery/CORBIS
Indian culture. It has

seventeen strings. Its body
Reading questions,
“Making Music” is pear-shaped.
In di a
THEN Tell children that they will
Make Connections 17
PAIRED
PA
READ
RE Making Music
read a more detailed book about how
families around the world are the same
Before reading, ask children to note Leveled Reader and different.
that the genre of this text is expository
nonfiction. Then discuss the Compare Texts statement. After reading, • Use pages 2–3 of Happy New Year!
ask children to make connections between what they read in “Making On Level to model using the Graphic
Music” and Music in My Family. Organizer to identify characters,
setting, and events in the story.
• Have children read the selection,
FOCUS ON SOCIAL STUDIES checking their comprehension by
Children can extend their knowledge of musical using the Graphic Organizer.
instruments from different countries by completing the
social studies activity on page 20.

Approaching Level
Phonemic Awareness
TIER
PHONEME BLENDING
2
OBJECTIVES Explain to children that they will be blending sounds to form words. Listen
I Do
Categorize words by
as I say two sounds: /u/ /p/. Say the sounds with me: /uuu/, /p/. I’m going to
phoneme. blend these sounds together: /uuu/ /p/, /uuup/, up. We blended the word up.
We Do
Listen as I say two sounds. Repeat the sounds: /ooo/ /nnn/. Let’s blend the
sounds: /ooo/ /nnn/, /ooon/, on. We made one word: on. Repeat this routine
with the following words:
ten hot bug bed pop mug net not cut
You Do
lot pan rug hen pen son sent bun
Repeat this routine with additional short e, o, and u words.
TIER
P H O N E M E I S O L AT I O N
2
OBJECTIVES Explain to children that they will be isolating phonemes today. Listen
I Do
Isolate and pronounce carefully as I say this word: /fun/, fun. What sound do you hear in the
initial, medial vowel, beginning of the word? I hear /f/. Fun has the/f/ sound at the beginning.
and final sounds
(phonemes) in spoken Listen as I say this word: /ssseeet/, set. Say it again with me: /set/, set. What
single-syllable words. We Do
RF.1.2.c
sound do you hear at the beginning of the word? That’s right. Set has the /s/
sound at the beginning. Repeat this routine with the following words:
Isolate initial
phonemes in words. men pen hug hop run fog hog
You Do
It’s your turn. Say the sound you hear at the beginning of each word.
let fox fun cot sun hot met top net hut
T158 UNIT 1 WEEK 2

WEEK 1
I D E N T I F Y A N D G E N E R AT E R H YM E
OBJECTIVES
I Do
Explain to children that some words rhyme, which means they have the
same ending sounds. Listen as I say two words: well and tell. Both of these
Identify and generate
words that rhyme. words have the same sounds at the end. They both end in ell. The words well
and tell rhyme.
We Do
Listen as I say two words: mug and hug. Repeat the words with me: mug and
hug. They both have the same ending sounds, so they rhyme. What other
word rhymes with mug and hug? The word bug rhymes because it has the
same ending sound. Repeat this routine with the following word sets:
mop, top (hop) pen, men (hen) tub, cub (sub)
You Do
It’s your turn. I want you to find another word that rhymes with each set of
words I tell you.
sock, clock (rock) red, bed (fed) sun, bun (fun)
P H O N E M E B L E N D I N G / S E G M E N TAT I O N
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds today.
Orally produce single- Listen as I say a word: not. I hear three sounds: /n/, /o/, and /t/. Now listen as I
syllable words by blend the sounds to say the word: /n/ /o/ /t/, /not/, not.
blending sounds
(phonemes), including Let’s do some together. I am going to say a word: /peeennn/. How many
consonant blends. We Do
sounds do you hear? I hear the sounds /p/ /e/ and /n/. Let's blend the sounds
RF.1.2.b
to say the word: /p/ /e/ /n/, /pen/, pen. Repeat with:
run sun hen mop on fell wet
You Do
I’ll say a word. Say each sound you hear. Then blend the sounds.
under funny then top tell word

Approaching Level
Phonics
TIER
CO NNE C T TO S HORT e /e / , o / o / , u / u /
2
OBJECTIVES Display the World Building Card e. This is lowercase e. I am going to trace
I Do
Know and apply grade- the letter e while I say /eee/. It stands for the letter e. Trace the letter e while
level phonics and saying /eee/ five times. Repeat with o /o/, u /u/.
decoding words. Now let’s do it together. Have children trace the lowercase e on the Word-
RF.2.3 We Do
Building Cards with their finger while saying /eee/. Trace the letter e five
times and say /eee/ with children. Repeat with o /o/ and u /u/.
You Do
Have children connect the letter e to the sound /e/ by tracing a lowercase
e with their finger, while saying /eee/. Once children have traced on paper
three times, they should then write the letter e while saying /eee/ three
times. Repeat with o /o/ and u /u/.
Repeat, connecting the letters e, o, and u to the sounds /e/, /o/, and /u/
through tracing and writing the letter occasionally throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards: a,
b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z. Have children chorally
say each sound. Repeat and vary the pace.
TIER
B LE ND WORDS WITH SHO R T e / e / , o / o / , u / u /
2
OBJECTIVES
I Do
Display Word-Building Cards p, e, t. This is the letter p. It stands for /p/. Say it
Know and apply grade- with me: /p/. This is the letter e. It stands for /e/. Let’s say it together: /e/. This
level phonics and is the letter t. It stands for /t/. I’ll blend the sounds together: /peeet/, pet.
decoding words. Guide children to blend the sounds and read: cup, pot, hum, mug,
RF.2.3 We Do
nest, peg.
Decode words with Have children blend: vet, lot, hum, but, not, mom, bet, top, tug, mess, bet, box
short e, o, and u. You Do
Repeat, blending additional short e, o, and u words.
T160 UNIT 1 WEEK 2

WEEK 2
BUILD WORDS WITH SH O R T e, o, u
OBJECTIVES
I Do
Display Word-Building Cards s, u, n. These letters make the /s/, /u/, and /n/
Know and apply grade- sounds. I will blend /s/, /u/, and /n/ together: /sun/, sun. The word is sun.
level phonics and
We Do
Now, let’s do one together. Make the word sun using Word-Building Cards.
decoding words. Replace the letter s in sun with b. Let’s blend: /b/ /uuun/, /bun/, bun. I am
RF.2.3 going to change the letter n in bun to the letter t. Let’s blend and read the new
Build and decode words
word: /buuut/, but.
with short e, o, u.
You Do
Have children build the words bug, beg, leg, let, lot, pot, pet, net, nut, hut, cut.
Len and Gus Decodable Reader Introduce the Decodable Reader selection, Len and Gus. Point
to the title. Have children sound out each word. Discuss the title and illustrations.
by Holly Melton
illustrated by Bernard Adnet
BLE ND WORDS WITH SHO R T e, o, u
OBJECTIVES
I Do
Display Word-Building Cards f, u, l. These letters stand for the sounds /fff/,
Know and apply grade- /uuu/, and /lll/. Listen as I blend all three sounds: /fuuul/, full. The word is full.
level phonics and
word analysis skills in We Do
Let’s do some together. Blend and read the words job, him, bet, and tug
decoding words. with children.
RF.2.3
You Do
Display the following words: cup, pup, pop, hop, bop, met, box, fox, fog.
Len and Gus
by Holly Melton
following: Why did Len let Gus go? How did Gus help Len in the end?
illustrated by Bernard Adnet
BLE ND WORDS WITH SHO R T e, o, u

Have children review the Decodable Reader selection. Identify short e, o, and u words and blend words
as needed. Have children reread the selection on their own or with a partner.
PHONICS T161
Approaching Level
Structural Analysis
TIER
Review Inf lec t ional End in gs - s, - es
2
OBJECTIVES Write beg and begs. Read the word: /begs/. This is the word begs. Underline
I Do
Know and apply grade- the letter s in begs. When -s is added to an action word, it shows that the
level phonics and
action is taking place now.
decoding words. Write sip and jog. Let’s add -s. Say sips: /sips/. Say jogs: /jogz/. Let’s use each
RF.2.3 We Do
word in a sentence. Have the group come up with sentences for sips and jogs.
Read words with the Repeat this routine with the following words: sob, let, tell, sell, tug.
inflectional ending
-s, -es. You Do
Have children add -s to verbs. Guide children to repeat the words as
needed. Now it's your turn. Add -s to each word, then say each word and
use it in a sentence: set, bill, dog.
Repeat Have children create sentences using verbs with -s.
TIER
Reteach Inflec tional Endings - s, - es
2
OBJECTIVES Write fix and fixes. Read the word: /fiksez/. This is the word fixes. Underline
I Do
Know and apply grade- the letter -es in fixes. When -es is added to an action word, it shows that the
level phonics and action is taking place now. The ending -es is added to words that end with s,
decoding words. sh, ch, or x.
RF.2.3
We Do
Write miss. Let’s add -es. Say misses: /misez/. Let’s use misses in a sentence.
Read words with the Have the group come up with sentences for misses. Repeat with mess and
inflectional ending hiss.
-s, -es.
You Do
Have children add -s or -es to verbs. Guide children to repeat the words as
needed. Now it's your turn. Add -s to each word, then say each word and use it
in a sentence.
fuss dig pass dab
Repeat Have children add the ending -s or -es to the ends of words.
T162 UNIT 1 WEEK 2

WEEK 2
High-Frequency Words/
Vocabulary
OBJECTIVES
I Do
accuracy and Display the word. Read the word. Then spell the word.
fluency to support
comprehension. We Do
Ask children to state the word and spell it with you. Model using the word
RF.2.4 in a sentence, and have children repeat after you.
Review high-frequency You Do

Display the word. Ask children to say the word then spell it. When
words. completed, quickly flip through the word card set as children chorally read
the words. Provide opportunities for children to use the words in speaking
and writing. For example, provide sentence starters such as: My family likes
to . Ask children to write each word in their Writer’s Notebook.
I Do
photograph illustrates the word. State the example sentence and repeat
the word.
We Do
Point to the word on the card and read the word with children. Ask them
image as prompted on the back of the vocabulary card.
You Do
match the definitions and context sentences of the words to the visuals
displayed. Then ask children to complete Approaching Level Practice Book
page 19.

Approaching Level
Comprehension
TIER
2
OBJECTIVES Read the first few sentences of the Practice Book selection. Model using
I Do
Read with sufficient the appropriate expression based on the text being read.
accuracy and
fluency to support
We Do
Read the next few sentences and have children repeat each sentence after
comprehension. you. Point out how the correct expression in your voice can make the text
RF.2.4
easier to understand.
Read on-level text
with purpose and
You Do
Have children read the rest of the selection aloud. Remind them to use
understanding. expression as they read.
RF.2.4.a
TIER
I D E N T I F Y C H A R AC T E R S
2
OBJECTIVES Remind children that they have been reading realistic fiction. Tell them
I Do
Describe how that when they read realistic fiction, they should be able to identify the
characters in a story most important characters. When we read realistic fiction, the characters are
respond to major
events and challenges.
an important part of the story. I’ll find out about the characters by what they
RL.2.3 do and what they say. I will think about the characters as I read a story.
Identify characters in a We Do
Read the first sentences of the Practice Book selection aloud. Pause to
story. point out who the important characters are. Identify what the characters
are like by what they say and do. When we name the characters in the story,
we can tell who is most important and the person or animal that the story is
about.
You Do
Guide children to read the rest of the Practice Book selection. After every
couple of sentences, prompt them to identify anything that helps them
understand the characters of the story.
T164 UNIT 1 WEEK 2

WEEK 2
R E V I E W C H A R AC T E R , S E T T I N G , E V E N T S
OBJECTIVES
I Do
Remind children that realistic fiction has characters, setting, and events
Describe how with a beginning, middle, and end. The events in a realistic fiction story
characters in a story could really happen in real life.
respond to major
We Do
Read the first few pages of the Practice Book selection together. Pause to
RL.2.3 point out evidence of characters, setting, and events. What information
here helps me understand the setting and events of the story? What does the
characters, setting, and setting have to do with the events story?
events in a story.
You Do
Guide children to read the rest of the Practice Book selection: What
information can I learn about the characters, setting, and events? Record
each detail on a Character/Setting/Events chart. Continue having children
add details in each box of the chart. Then guide them to use their notes
to determine how the characters, setting, and events help them to better

Read with sufficient Have children pick a realistic fiction selection that they have read for
accuracy and
fluency to support
comprehension. ‡ they should think about the character, setting, and events in the story.
RF.2.4
‡ it is important to visualize what is happening in the story so they can
Read on-level text
better understand it.
with purpose and
understanding. ‡ as they read, they should pay special attention to how the characters,
RF.2.4.a setting, and events help them understand the story.
Apply the strategy and Read Purposefully

skill to reread text. Have children record the character, setting, and events on the Character/
Setting/Events chart. After reading, guide children to participate in a
group discussion about the selection they read. Guide children to:
‡ share the information they recorded on their Character/Setting/Events
chart.
‡ tell what they visualized as they read the story.
‡ tell how the characters, setting, and events helped them understand
the story.
COMPREHENSION T165
On Level
Fiction
Leveled Reader:
by Parker Wu
illustrated by Akemi Gutierrez Happy New Year! Go
Digital
Before Reading
Preview and Predict
Fiction
P
PD
by Parker Wu
PAIRED
New Year’s Eve
READ
READ New Year’s Eve
Leveled
OBJECTIVES Review Genre: Realistic Fiction

Describe how Have children recall that realistic fiction is a made-up story. However, Character Setting
Point of
View
characters in a
story respond to the characters could be real people and the events in the story could
major events and really happen. Realistic fiction has a beginning, middle, and end.
challenges. Graphic
Organizer
RL.2.3 Essential Question
Use information Set a purpose for reading: Let’s read to find out how families around the
gained from the
world are the same and different.
illustrations and
words in a print Remind children that as they read a selection, they can ask questions
or digital text about what they do not understand or want to know more about.
to demonstrate Retelling
understanding of its Cards
characters, setting, or During Reading
plot. RL.2.7
Guided Comprehension
MATERIALS As children whisper read Happy New Year!, monitor and provide guidance,
Leveled Reader correcting blending and modeling the key strategies and skills.
Happy New Year!
Strategy: Visualize
Remind children that they can use the words and illustrations to
picture the story. Use pages 5 and 6 to model the strategy: Max says
that his bedroom is clean, but Mom says it needs to be cleaner. I imagine
things still need to put away. The picture on page 6 shows me I am right.

setting tells when and where the story took place, and the events are
what happened. Who are the characters? What are the settings? What
happens? Display a Character/Setting/Events chart for children to copy.
T166 UNIT 1 WEEK 2

WEEK 2

Think Aloud As I read, I think about the characters, setting, and Circles
events. The main characters are Max, his brother Lee, his Aunt Lin, and Lead children in conducting
the rest of his family. The setting is their home. They are getting ready a literature circle using the
for Chinese New Year. Thinkmark questions to guide
learned about how New Year’s
After Reading Day is celebrated around the
world from both selections in
Respond to Reading the leveled reader.
Have children complete the Respond to Reading questions on page 16.
Retell
personal connection by asking: What does your family do to celebrate a
Level
Up
Fiction
holiday? Have you ever been to a festival or parade to celebrate a holiday? I’m Down
Under
BUTCH
ER
Model Fluency Fiction
Read the sentences, one at a time, modeling how tone of voice is used
to express characters’ emotions. Have children chorally repeat. by Parker Wu
by P
by
illustrated
illustrat
iil
Parker
Pa
llllustrated
PAIRED
READ
ed
db
arker
k Wu W
byy Louise
Lo
Families
Ellis
ilies Around the Wor

World
Apply Have children practice repeated readings with partners.

Provide feedback as needed.
PAIRED
New Year’s Eve
READ
Fiction
F
Compare Texts
Read how families in different
countries celebrate the New Year.
IF Children can read Happy New Year!
PA I R E D R E A D … New Year’s Eve
Cultures around the world mark the
On Level with fluency and correctly
by Par
Park
er Wu
New Year in many ways. In Spain,
illustrated by
people share something sweet. At
midnight on New Year’s Eve, they
A
Akemi Gutierrez
answer the Respond to Reading
eat twelve grapes. People hope that
eating them will bring them twelve
questions,
“New Year’s Eve” sweet months of the year.
Image Source / Alamy; (map) Sylvain Sonnet/Photographer’s Choice RF/Getty Images

PAIRE
PAIR D more detailed book about a family that
Make Connections REA
R EAD New Year’s Eve
17
lives in Australia.
Before reading, ask children to note that Leveled Reader • Use pages 2–3 of I’m Down
this text is expository nonfiction. Then
Under Beyond Level to model using
discuss the Compare Texts statement. After reading, ask children to
the Graphic Organizer to identify
make connections between what they read from “New Year’s Eve” and
characters, setting, and events in the
Happy New Year!
story.
FOCUS ON SOCIAL STUDIES checking their comprehension by
Children can extend their knowledge of families around using the Graphic Organizer.
the world by completing the social studies activity on
page 20.
ON LEVEL T167
On Level
Phonics
BUILD WORDS WITH S HOR T e, o, u
OBJECTIVES Display Word-Building Cards l, e, t. These are the letters l, e, and t. They stand
I Do
Know and apply grade- for /l/ /eee/ /t/. I will blend /l/ /eee/ /t/:, let. The word is let. Repeat with a
level phonics and word with the short o sound and one with the short u sound.
decoding words. Now, let’s do one together. Make the word tug using Word-Building Cards. Let’s
RF.2.3 We Do
blend: /t/ /uuu/ /g/, /tuuug/, tug. Now let’s change the t to a b. Blend the word
• Build and decode with me again: /buuug/.
words with short e, o,
or u. Change the letter g to d. I am going to change the letter g in bug to the letter d. Let’s
• Read for fluency. blend and read the new word: /b/ /uuu/ /d/, /buuud/, bud. The new word is bud.
You Do
Have children build and blend the words: best, rest; get, let; run, rug, bug, tug;
tent, rent; rust, must; big, pig, pin.
Fluency in Connected Text Have children read this week’s Decodable
Reader selection, Len and Gus.
Vocabulary
REVIEW WORDS
I Do
acquired through
conversations, reading,
We Do
Guide children to use the Define/Example/Ask routine for a few
and being read to. Vocabulary words using their Response Boards. Ask sample questions to
L.2.6
Review Vocabulary Have children work with a partner to do the Define/Example/Ask routine
Words. You Do
on their own for the remaining vocabulary words. Then have children
write sentences about this week’s stories. Each sentence must contain at
least one vocabulary word.
T168 UNIT 1 WEEK 2

WEEK 2
Comprehension
OBJECTIVES
I Do
Remind children that realistic fiction stories are understood through their
Describe how characters, setting, and events, which are told through the beginning,
characters in a story middle, and end of a story. Review key details. Remind children that when
respond to major
we read, we look for key details that tell us about the character, setting,
RL.2.3 and events.
Identify characters, We Do
setting, and events in point out information about the characters, setting, and events. Identify
a text. the information and prompt children to say why they are important. Who
are the main characters in the story? (Van and his family) Where does the
story take place? (at a food festival)
You Do
Guide children to read the rest of the Practice Book selection. Remind them
to identify key details about the characters, setting, and events as they
read. Have children explain why these details are important in the text.

Read with sufficient Have children pick a realistic fiction selection that they have read for
accuracy and
fluency to support sustained silent reading. Remind them to:
comprehension.
RF.2.4
‡ think about the character, setting, and events in the story.
Read on-level text
‡ visualize what is happening in the story so they can better understand it.
with purpose and
understanding. Read Purposefully
RF.2.4.a
Have children record important information on the Character, Setting, and
Apply the strategy and Events chart. After reading, guide partners to:
skill to reread text.
‡ share the information they recorded on their chart.
‡ tell how they could tell it was a realistic fiction story.
‡ share what they visualized as they read about the characters and events
in the story.
Beyond Level
Fiction
I’m Down
Under Leveled Reader:
BUTCH
ER
I’m Down Under Go

Digital
Before Reading
Preview and Predict
Fiction
I’m Down
by Parker Wu Under
PD
PD
illustrated by Louise Ellis BUTCH
ER
PAIRED
READ
Read the title and author name. Have children preview the chapter by Parker Wu
illustrated by Louise Ellis
PAIRED
READ Families Around the World
Leveled Reader
titles and illustrations. Ask: What do you think this book will be about?
Leveled
Readers
Review Genre: Realistic Fiction
OBJECTIVES Have children recall that realistic fiction is a made-up story. The
Point of
Describe how characters could be real people, and the events could really happen. Character Setting View
characters in a
story respond to
Realistic fiction has a beginning, middle, and end.
major events and ESSENTIAL QUESTION
challenges. Graphic
Remind children of the Essential Question: How are families around the Organizer
RL.2.3
world the same and different? Have children set a purpose for reading
Use information
gained from the
by saying: What do you want to find out about families around the world
illustrations and as you read this book?
words in a print
or digital text
to demonstrate During Reading
plot. RL.2.7 Have children whisper read I’m Down Under. Have them place self-stick
notes next to difficult words. Remind children that when they come to
MATERIALS an unfamiliar word, they can look for familiar spellings. They will need
Leveled Reader to break longer words into smaller chunks and sound out each part.
I’m Down Under Monitor children’s reading. Stop periodically and ask open-ended
questions to facilitate rich discussion, such as: How is Ella’s life in
Australia the same as her life in California? How is it different? Build on
children’s responses to develop deeper understanding of the text.
Strategy: Visualize
Remind children that, as they read, they can visualize what is going on
in the story. Say: As you read, try to picture the story in your mind. Look for
words and pictures that help you imagine where the characters are, how
they look, and what they do.
T170 UNIT 1 WEEK 2

WEEK 2

Remind children that a character is a person or animal in a story, the Literature
setting tells when and where the story took place, and the events are Circles
the main things that happen. After reading, ask: Who are the main Lead children in conducting
characters? What is the setting of this story? What events happen? Display a literature circle using the
a Character/Setting/Events chart for children to copy. Thinkmark questions to guide
Model how to record the information. Have children fill in their chart. the discussion. You may wish to
discuss what children learned
Think Aloud In Chapter 1, the characters are Ella and her mother. The about how families around
main event in Chapter 1 is that they move to Sydney, Australia. Sydney the world are the same and
will be the setting. Ella wonders if she will like it in Sydney. different from both selections in
the leveled reader.
After Reading
Respond to Reading
Retell
personal connection by writing about any experiences children have
had with being in a new school or moving to a new town.

Fictio
Fiction
ion
on
Gifted and Talented
Compare Texts
Read more about the dessert called II’’’m
m D o wn
U n d er SYNTHESIZE Challenge
pavlova.
PA I R E D R E A D …
In Australia and New Zealand, some
BUT
CHE
R
students to think of ways that
(t) Yvette Cardozo/Photolibrary/Getty Images; (bkgd) Nic Taylor/Photodisc/Getty images; (l) Zoonar GmbH / Alamy; (r) Joff Lee/StockFood Creative/Getty Images
people call pavlova the national dessert.

People often have pavlova on special
occasions or holidays, but it can be
served all year round. families from one country of their
“Perfect Pavlova” choice celebrate special holidays.
byy Pa
illustrated
a
Parke
P
Par
arkeerr Wu
by
by Louis
Lo e Ellis
Children should give one example
Make Connections
PAIRED
READ
17
Families Around
Fam
the World and write a few sentences to
Before reading “Perfect Pavlova,” have describe the country and holiday
Leveled Reader they chose. They should then
children preview the title page and
prompt them to identify the features of expository nonfiction. Then compare that holiday to a holiday
discuss the Compare Texts statement. After reading, have children that their own family celebrates.
work with a partner to discuss what they read from “Perfect Pavlova” EXTEND Have children use
and I’m Down Under. Ask children to make connections by comparing nonfiction classroom books about
and contrasting foods from different countries. Prompt children to countries around the world to
discuss how families around the world are the same and different. help them do their research.
FOCUS ON SOCIAL STUDIES

Children can extend their knowledge of different
countries by completing the social studies activity on
family life in different countries on page 20.
BEYOND LEVEL T171

Beyond Level
Vocabulary
Model
Use words and phrases culture and language. Write sentences on the board using the words.
acquired through
conversations, reading Write the words equator and accent on the board and discuss the
and being read to, meanings with children. Then help children write sentences using these
and responding to
words.
Apply
Have children work in pairs to review the meanings of the words depend
to describe (e.g.,
When other kids are and actions. Then have partners write sentences using the words.
happy that makes me
happy). L.2.6
R O OT W O R D S
OBJECTIVES
Model
Read aloud the first few paragraph of the Comprehension and Fluency
Determine or passage on Beyond Level Practice Book pages 13–14.
clarify the meaning
of unknown and Think Aloud When I read the first paragraph, I wonder what the word
multiple-meaning followed means. I know the root word follow means to go after something
words and phrases
or someone. I also know the -ed ending means it happened in the past.
based on grade 2
reading and content, The word followed must mean "went after someone" in this sentence.
choosing flexibly from Help children figure out the meaning of the word selling on page 13.
an array of strategies.
L.2.4 Apply
Have pairs of children read the rest of the passage. Ask them to use root
Use a known root
words to determine the meaning of the following word: answered.
word as a clue to
Gifted and Shades of Meaning Introduce the word dashes to children. Have
the meaning of an Talented
unknown word with partners compare the words dashes and scurries and write an explanation
the same root (e.g. of the difference between the two words. Have them use artwork to
addition, additional). depict the two words.
L.2.4c
T172 UNIT 1 WEEK 2

WEEK 2
Comprehension
R E V I E W C H A R AC T E R , S E T T I N G , A N D E V E N T S
OBJECTIVES Model
Remind children that the characters, setting, and events in a passage
Describe how help the reader understand the story. Explain that you know about the
characters in a story characters by what they do and what they say.
respond to major
events and challenges. Have children read the first few sentences of the Comprehension and
RL.2.3 Fluency passage of Beyond Level Practice Book pages 13–14. Ask open-
ended questions to facilitate discussion, such as What do you know about the
characters? Children should support their responses with details in the text.
Apply
Have children identify details about the character, setting, and events in
the rest of the passage as they independently fill in a Character, Setting,
and Events chart. Then have partners use the notes in their chart to tell
how the characters, setting, and events were important to the story.

Describe how Have children choose a realistic fiction book for sustained silent reading.
characters in a story
respond to major ‡ As children read, have them fill in a Character/Setting/Events chart.
events and challenges. ‡ Remind them to reread difficult sections of the text.
RL.2.3
Reread difficult Read Purposefully

sections in a
text to increase
Encourage children to keep a reading journal. Ask them to read different
understanding. books in the realistic fiction genre in order to learn about the variety of
topics covered by the genre.
Gifted and Independent Study Challenge children to discuss how their books
Talented
relate to the weekly theme of families around the world. Have children
choose one culture or country to study and research. Have children write
about how families from that country may be similar to or different from
their own family.
Shared Read
Maria Celebrates Brazil Go
Digital
Before Reading
Build Background
Read the Essential Question: How are families around the world the same
PD
PD
Essential Question
Janet Broxon
38
038-043_CR14_SI2_U1W2_MR_118866.indd 38 10/28/11 1:08 PM
and different?
Maria
Reading/Writing ‡ Explain the meaning of the Essential Question: Families around the Celebrates
Workshop Brazil
world are families living in different countries. Your family may have
come from a different country.
OBJECTIVES ‡ Model an answer: Families around the world are different because Character Setting
Point of
View

they speak different languages and have different customs. They are
accuracy and
fluency to support similar because they live together, do things together, and help each
comprehension. other. Graphic
RF.2.4 Organizer
‡ Ask children a question that ties the Essential Question to their
Read on-level text own background knowledge: Turn to a partner and talk about ways
with purpose and
families around the world are the same and different. Call on several
understanding.
RF.2.4 pairs.
Describe how
characters in a During Reading
story respond to
major events and Interactive Question Response
challenges. RL.2.3 ‡ Ask questions that help children understand the meaning of the text
Use information after each paragraph.
gained from the
illustrations and ‡ Reinforce the meanings of key vocabulary, providing meanings
words in a print embedded in the questions.
or digital text
to demonstrate
‡ Ask children questions that require them to use key vocabulary.
understanding of its ‡ Reinforce strategies and skills of the week by modeling.
plot. RL.2.7
ACADEMIC
LANGUAGE
characters, setting,
events, visualize
T174 UNIT 1 WEEK 2

WEEK 2
Maria Celebrates Brazil

Why should Maria go to practice? (Possible
Pages 38-39 responses: She worked hard. The parade is
important. She can see her friend another time.)
Point to the title. Listen as I read the title of the
selection. Point to each word as you read it. What is Page 42
the title? (Maria Celebrates Brazil) Brazil is a country
in South America. People in Brazil speak Portuguese. Maria decides that her father is right. She’ll go to
Point to Maria. This is Maria. What does celebrate practice. One week later, she is in the parade. What
mean? How do you think you celebrate a country? are the children in Maria’s group doing? (They’re
wearing costumes and dancing to the beat.)
Point to the illustration of Maria and her family.
The text says that Maria does not want to go to her
practice for the parade. How does she look in the Page 43
picture? (Maria looks unhappy.) Let’s read the story
Why did Maria’s family want her to be in the parade?
to find out what happens.
(The parade celebrates Brazil. Maria’s family is from
Brazil.) How does Maria feel during the parade? (She
Page 40 feels excited and proud.)
Maria does not think that is fair. She does not want
to go to her practice for the parade. She wants to see What is the woman in the illustration
her friend Ana instead. Why does her dad want her doing? Why? (She is taking a picture. She wants to
to practice? (The parade is important. It is a chance remember the parade and the costumes.)
for them to share their culture.)
Explain and Model the Phonics Read this After Reading
sentence aloud: Mae does not know a lot of
Make Connections
English. Listen carefully. Raise your hand when you
hear a word that has the short o sound: (not, lot)
Now let’s practice saying each word together: not,
lot.
Page 41
Explain and Model the Strategy Help children

to visualize what is happening in the story. Point
out the illustrations to help them understand
that the thought bubble shows what Maria is
thinking in her own mind. How does this picture of
the dancers help us understand the story? (It shows
what Maria does at practice.)


Fiction
Leveled Reader:
by Parker Wu
Happy New Year! Go
Digital
Before Reading
Preview Fiction
PD
PD
by Parker Wu
PAIRED
READ New Year’s Eve Read the title. Ask: What is the title? Say it again. Repeat it with the PAIRED
author’s name. Preview the selection’s illustrations. Have children

Leveled Reader describe the images. Use simple language to tell about each page. Leveled
Readers
Follow with questions, such as: Who are the people in this story?
OBJECTIVES ESSENTIAL QUESTION
Describe how Remind children of the Essential Question. Say: Let’s read to find out Character Setting
Point of
View
characters in a how this family is the same and different from other families around the
story respond to
world. Encourage children to seek clarification when they encounter a
major events and
challenges. RL.2.3 confusing word or phrase. Graphic
Organizer
Use information
gained from the During Reading
illustrations and
words in a print Interactive Question Response
or digital text
to demonstrate
Pages 2–3 Point to the characters Max and Lee. These boys are
understanding of its brothers. They are Max and Lee. Their family came from China. What is Retelling
characters, setting, or their grandfather teaching them? (They are learning to speak Mandarin, Cards
plot. RL.2.7 a Chinese language.)
Pages 4–5 The family is getting ready for a Chinese New Year feast. What
MATERIALS do they do first? (They clean the house.)
Leveled Reader
Pages 6–7 Name some of the things you see in Max’s bedroom. What
Happy New Year!
things do you think Max needs to put away?
Pages 8–9 Who is Max shopping with? Why are they shopping? (He
is shopping with his mother and his aunt. They are getting ready
for a feast.) How is Max’s family like other families you know? (Possible
answers: They do chores around the house. They shop for food.)
Pages 10–11 In the story, the doorbell rings. What does that sound
like? (Listen for children’s “ding dong” sounds.) Why did people ring the
doorbell? (The party was starting. People were arriving at the house.)
What are some of the things that the family eats? (fish and duck)
Pages 12–13 Point to the red envelopes in the picture. Say: In China, a
red envelope is given during holidays and special times. A red envelope has
money in it. Ask: Do you receive special presents during holidays?
T176 UNIT 1 WEEK 2

WEEK 2
Pages 14–15 What does Max do the day after the feast? (He goes to
a parade.) What does Max's brother do in the parade? (His brother was Literature
under the dragon. His brother was wearing yellow shoes.) Circles
Lead children in conducting
After Reading a literature circle using the
Thinkmark questions to guide
Respond to Reading the discussion. You may wish to
Have children work with partners to answer the Respond to Reading discuss what children learned
questions. Pair children with peers of varying language abilities. about how the New Year is the
same and different around the
Retell world from both selections in
the leveled reader.
Fluency: Expression
Read the sentences in the book, one at a time. Help children echo-read Level
Up
Fiction
the pages expressively and with appropriate intonation.
Apply Fiction
by Parker Wu
Have children practice reading with a partner. Pair children with peers
of varying language abilities. Provide feedback as needed. by Parker Wu
PAIRED
ED
D
New Year’s Ev
Eve
READ
Fiction
F
Compare Texts
Read about how families in different
countries get ready for the New Year.
PA I R E D R E A D … New Year’s Eve

PAIRED
by Par
Parker Wu
illustrated by
A
Akemi Gutierrez
IF Children can read Happy New Year!

“New Year’s Eve” grape
Image Source / Alamy; (map) Sylvain Sonnet/Photographer’s Choice RF/Getty Images
Cultures around the world celebrate

ELL Level with fluency and correctly
the New Year in many ways. In
Spain, people eat twelve grapes.
People hope the grapes will bring a
PAIRE
PAIR D
Make Connections sweet, or happy, year.
17
REA
R EAD New Year’s Eve
questions,
Before reading, tell children that this text Leveled Reader THEN Tell children that they will read a
is expository nonfiction. It gives facts and more detailed version of the same story.
information. Then discuss the Compare Texts statement. After reading,
• Use pages 2-6 of Happy New Year!
ask children to make connections between what they read from “New
On Level to model using the Graphic
Year’s Eve” and Happy New Year! Prompt children by providing sentence
Organizer to list characters, setting,
frames: My family celebrates the New Year by . In other countries,
and events.
people celebrate the New Year in different ways. In , people .
checking their comprehension by
Children can extend their knowledge of families
around the world by completing the social studies
activity on page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “Maria Celebrates Brazil,” following the

I Do
Use words and phrases Vocabulary Routine found on the Visual Vocabulary Cards for words aside,
acquired through culture, fair, invited, language, plead, scurries, and share.
and being read to, After completing the Vocabulary Routine for each word, point to the word
on the Visual Vocabulary Card, and read the word with children.
You Do
Have children work with a partner to use two or more words in sentences
to describe (e.g.,
When other kids are or questions. Then have each pair read the sentences aloud.
happy that makes me
happy). L.2.6
Help children begin the Ask children to write their Have a child think of clues
Preteach vocabulary game. Work with them on sentences before saying for a vocabulary word and
words. pronunciation. them aloud. then have the partner
guess the word.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words. The words can be reviewed
I Do
Use words and phrases over a few days. Read each word aloud pointing to the word on the
acquired through
Visual Vocabulary Card. Have children repeat after you. Then follow the
and being read to, Vocabulary Routine on the back of each card.
and responding to
texts, including using We Do
Work with children to dictate sentences with a vocabulary word. You
adjectives and adverbs should begin the activity, and then allow children to take turns.
to describe (e.g.,
Have one partner select a vocabulary word. The other partner asks
happy that makes me questions to guess the selected word. Partners then exchange roles.
happy). L.2.6
Help children ask Have children write Ask children to use an
questions to guess words. three questions for three explanation as one type
Give sample questions vocabulary words. of question: When are you
such as: Does it rhyme with afraid?
“feared”? Does it end in -ly?
T178 UNIT 1 WEEK 2

WEEK 2
R O OT W O R D S
OBJECTIVES
I Do
Read aloud the second paragraph of “Maria Celebrates Brazil” on
Use a known root page 41 while children follow along. Point to the word giving. Explain
word as a clue to that, to understand the meaning of a word you do not know, try to
the meaning of an
separate the root words from the ending, such as -ed or -ing. You can
unknown word with
the same root (e.g., also use context clues to help you understand the word.
addition, additional).
L.2.4c
Think Aloud I can separate the root word, give, from the ending -ing.
Maria says that “they are giving out costumes at practice today.” Giving
means “letting someone have something.”
LANGUAGE
OBJECTIVE We Do
Have children point to the word wearing on page 42. Have children point
Review high-frequency out the root word wear. Then write the definition of wearing on the board.
words
You Do
Have partners discuss a definition for sparkling on page 42 using root
words to figure out the meaning. Have children share their definitions.
Help children locate Ask children to write the Have children write an
the word sparkling and definition of sparkling and explanation of how they
identify the root word use it in a new sentence. figured out the meaning
sparkle. of sparkling.
OBJECTIVES
I Do
List additional vocabulary from “Maria Celebrates Brazil”: portuguese and
Use knowledge of costumes; and “Happy New Year”: ready and surprise. Define each word for
language and its children: Surprise means something that is not expected.
conventions when
writing, speaking,
We Do
Model using the words for children in a sentence: Lee will not share where
reading, or listening. he has been. He wants it to be a surprise. Then provide sentence frames and
L.2.3
complete them with children: It was a surprise when .
LANGUAGE You Do
Have pairs think of examples for the words and share them with the class.
OBJECTIVE
Use additional
vocabulary Help children use the Ask children questions, Have children write
words in a sentence. such as “What languages definitions for the words.
Provide sentence starters do you know of?” “What
for children, if necessary. surprises have you had?”
VOCABULARY T179

Writing/Spelling
W R I T I N G T R A I T: O R G A N I Z AT I O N
OBJECTIVES Explain that writers create strong openings by writing first about
I Do
Write narratives in their characters and an exciting event or setting. Write and read these
which they recount a sentences: I was racing down the street to catch the school bus. Tell children
or short sequence of that this writer put the character into the setting and events of the story
events, include details to make it a strong opening to the story.
to describe actions,
thoughts, and feelings, We Do
Read the first paragraph of “Maria Celebrates Brazil,” emphasizing the
use temporal words second sentence. Help them understand that the main character is
to signal event order, begging her mother for something, which creates a strong opening.
and provide a sense of
closure. W.2.3
You Do
Have children write a sentence to describe Maria’s family.
Discuss with children what Give children sentence Have children write
they know about Maria’s frames to complete. a comparison of how
family. Then provide a Maria’s family is like other
sentence starter. families?
WO RD S WITH SHORT e, o, u
OBJECTIVES Read aloud the Spelling Words on T122. Segment the words into sounds.
I Do
Know and apply grade- Point out the short e, o, or u. Read aloud, segment, and spell the remaining
level phonics and
words and have children repeat.
decoding words. RF.2.3
We Do
Read the first sentence from the Dictation Routine on page T122 aloud.
Distinguish long and Then, read the short vowel sound slowly and ask children to repeat. Have
short vowels when
them write the word. Repeat the process for the remaining sentences.
reading regularly
spelled one-syllable Display the words. Have children work with a partner to check their
words. RF.2.3a You Do
spelling lists. Have children correct misspelled words on their list.

OBJECTIVE Help children copy After children have Challenge children to
Spell words with short the words with correct corrected their words, think of words that have
e, o, u sounds. spelling and say the word. have pairs quiz each other. the short e, o, or u sound.
T180 UNIT 1 WEEK 2

WEEK 2
Comprehension
CO M M A N D S A N D E XC L A M AT I O N S
OBJECTIVES
I Do
Review that a sentence is a group of words that tells a complete thought
Demonstrate command or idea. A command tells someone to do something. Write and say the
of the conventions following commands: Come here. Wipe your feet. Next, explain that an
of standard English
grammar and usage
exclamation is a sentence that shows strong feeling, such as happiness
when writing or or anger. Write and say the following exclamations: What a great day!
speaking. L.2.1 I like that idea! Tell children that a command ends in a period and an
Demonstrate command exclamation ends in an exclamation mark. Draw each one on the board.
of the conventions
of standard English We Do
capitalization, and tell whether each is a command or an exclamation. Have them say:
punctuation, and The sentence is a .
spelling when writing.
L.2.2 You did a great job!
Say that again.
LANGUAGE Write your name on the line.
OBJECTIVE We won the game!
Recognize commands
and exclamations You Do
Write the following sentences on the board.
Grades K-6
Look at What a great
Language Pair children and have them complete each sentence frame by providing
Transfers details from this week’s readings. Have them end each sentence with a
Handbook
period or an exclamation mark. Circulate, listen in, and take note of each
child’s language use and proficiency.
ELL Language
Transfers Describe the illustrations Ask children to tell Ask children to describe
Provide extra support in “Maria Celebrates Brazil.” whether each sentence the illustrations by using
by pointing out Model a response by is a command or an both commands and
the punctuation making a command or an exclamation. Ask them to exclamations. Tell them
marks that make up exclamation in the You explain which ends in a to explain what makes
sentences, such as the Do section. Help children period and which ends in each sentence a complete
period, exclamation identify whether your an exclamation mark. thought or idea.
point, and question response is a command or
mark. Explain to an exclamation.
children that in this
lesson they will be
learning only about
the period and the
exclamation point.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Character, Setting, Events Root Words L.2.4c Writing About Text RL.2.3
RL.2.3
Grade 2
Assessment Includes
Weekly
State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T182 UNIT 1
WEEK 2
TESTED SKILLS
T If … Then …
Children answer 0–6 … assign Lessons 136–137 on Characters,
COMPREHENSION multiple-choice items Setting, and Events from the Tier 2
correctly … Comprehension Intervention online PDFs.
Children answer 0–6 … assign Lesson 99 on Root Words from the

VOCABULARY multiple-choice items Tier 2 Vocabulary Intervention online PDFs.
correctly …

Children have a WCPM … assign a lesson from Sections 2–8 of the

TIER TIER
intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

TEACH MODEL

decide Shared Read “Finding Cal,” 54–59
different Genre Fiction
Lexile 410L
friendship
glance
proper
relationship Comprehension Strategy ..................... Ask and Answer Questions, T216–T217
stares Comprehension Skill .............................. Character, Setting, Events, T218–T219

Genre ............................................................. Fiction, T228–T229
trade
Vocabulary Strategy ............................... Context Clues, T230–T231
Writing Traits .............................................. Word Choice, T206–T207
Grammar ...................................................... Subjects, T208–T209
Go
Digital
T184 UNIT 1 WEEK 3

FRIENDS AND FAMILY
Essential Question
How can a pet be an important
friend?
WEEK 3
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Not Norman, 60–77 “My Puppy,” 80–81
Genre Fiction Genre Poetry
Lexile 450L Lexile NP
Differentiated Text

Plunk
Lexile 200L
Genre Fiction
Lexile 480L
Classroom Library
WEEKLY OVERVIEW T185

TEACH AND MANAGE
How You Teach

Pets Are Our Friends “Finding Cal” Not Norman
Minilessons My Puppy
Ask and Answer Questions, Character,
Setting, Events, Fiction, Sentence
Student
Clues, Writing Traits Anthology
Workshop
50–51


PDF Online
21–30
Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Character, Setting, Events Two-Letter Blends
Fluency
Writing Science
Precise Language Plants and Animals Need
Each Other

Vocabulary
Phonics, p. 22
Comprehension
Comprehension and
4 Unit 1 • Week 3 • Pets Are Our Friends Contracts
Goo Online
Onl
O
Lev
Le
Level Activities
ev Writer's
Wr Workspace
Digitall

WEEK 3
Leveled Readers Pros and Cons List, T240–241
Text Connections
Compare Pets, T242
Write About Reading
Weekly Assessment
25–36


3
( More
10 Activities
on back
3 3

READING
Build Background Pets Are Our Friends, T192–T193 Oral Language Pets Are Our Friends, T210
Oral Vocabulary Words apologized, gazed, partner, Review Oral Vocabulary Words, T210
Teach, rummaged, scent; T194
Listening Comprehension Strategy: Ask and
Answer Questions, T211
Model, Answer Questions, T195 Interactive Read-Aloud Cards “My Partner and
and Interactive Read-Aloud Cards “My Partner and
Friend,” T195
Friend,” T211
Whole Group
Word Work
Apply Word Work Phonemic Awareness: Phoneme Substitution, T212
Phonemic Awareness: Phoneme Categorization, T196 Phonics/Spelling: Words with Two-Letter Blends,
Phonics/Spelling: Introduce Two-Letter Blends, T212–T214
T196–T198 Structural Analysis: Closed Syllables, T213
High-Frequency Words: boy, by, girl, he, here, she, High-Frequency Words, T214
Reading/Writing Workshop small, want, were, what; T199 Vocabulary Expand Vocabulary, T215
Vocabulary Words in Context: decide, different, Comprehension
friendship, glance, proper, relationship, stares, • Strategy: Ask and Answer Questions, T216–T217
trade; T200–T201 • Skill: Character, Setting, Events: Use Illustrations,
Close Reading of Complex Text “Finding Cal,” 54–59 T218–T219
Practice Your Turn 21–22 Practice Your Turn 22–27
Leveled Reader Too Many Pets?, T248–T249 Leveled Reader Too Many Pets?, T248–T249
Phonemic
onemic Awareness Phoneme Categorization, Phonemic
onemic Awareness Phoneme Substitution,
TIER TIER
0 2
T250 0 2
T250
Approaching onics Connect
Phonics C 2 2
to Two-Letter Blends, T252
TIER
onics Blend
Phonics B ds, T25
Words with Two-Letter Blends, 52 2
5
T252
TIER
Level High-Frequency Words Review Words, T255 55 2

TIER
Comprehension Identify Characters, T256 6 2

TIER
Leveled Reader A New Home for Henry, T258–T259 Leveled Reader A New Home for Henry, T258–T259
On Level
Small Group
Phonics Build Words with Two-Letter Blends, T260 Comprehension Review Character, Setting, Events:
Use Illustrations; T261
Leveled Reader Hello, Koko!, T262–T263 Leveled Reader Hello, Koko!, T262–T263
Beyond Vocabulary Review Domain-Specific Words, T264 Comprehension Review Character, Setting, Events:
Level Use Illustrations; T265
Shared Read “Finding Cal,” T266–T267 Leveled Reader A New Home for Henry, T268–T269
English Phonemic Awareness Phoneme Categorization, T250

Phonics Connect to Two-Letter Blends, T252
Phonemic Awareness Phoneme Substitution, T250
Phonics Blend Words with Two-Letter Blends, T252
Language Vocabulary Preteach Vocabulary, T270 Vocabulary Review Vocabulary, T270
Learners Writing Writing Trait: Word Choice, T272

Whole Group

• Writing Trait: Word Choice, T206–T207 • Writing Trait: Word Choice, T220
Grammar Grammar
Grammar • Subjects, T208 • Subjects, T221
• Mechanics: Letter Punctuation, T209 • Mechanics: Letter Punctuation, T221
T188 UNIT 1 WEEK 3

WEEK 3
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Interactive Read-Aloud Cards “My Partner and Oral Language Pets Are Our Friends, T234 Integrate Ideas
Friend,” T222 Word Work • Text Connections, T242
Review Oral Vocabulary Words, T222 Phonemic Awareness: Phoneme Substitution, T235 • Write About Reading, T243
Phonics/Spelling: Words with Two-Letter Blends, • Research and Inquiry, T243
Comprehension Maintain Skill: Characters,
Setting, Events; T223 T235–T236 Word Work
Structural Analysis: Closed Syllables, T235 Phonemic Awareness: Phoneme Blending, T244
Word Work Phonics/Spelling: Words with Two-Letter Blends,
Phonemic Awareness: Phoneme Blending, T224 T244–T245
Phonics/Spelling: Words with Two-Letter Blends, Fluency Intonation, T237
Structural Analysis: Closed Syllables, T244
T224–T225 Vocabulary Strategy Review: Inflectional Endings, High-Frequency Words, T245
Structural Analysis: Closed Syllables, T225 T237
Fluency Intonation, T226 Close Reading “My Puppy,” 80–81
Vocabulary Reinforce Vocabulary, T227 Integrate Ideas Research and Inquiry, T240–T241
Genre Fiction, T228–T229 Practice Your Turn 23–25
Vocabulary Strategy
Sentence Clues, T230–T231
Close Reading Not Norman, 60–78
Literature
Practice Your Turn 28–29 Anthology
Leveled Reader Too Many Pets?, T248–T249 Leveled Reader Paired Read: “My Dog Loves Me,” Leveled Reader Literature Circle, T249
Phonemic Awareness Phoneme Blending, T251 T249 Phonemic Awareness Phoneme Blending, T251
Phonics Build Words with Two-Letter Blends, T253
253 onemic Awareness Phoneme Substitution,
Phonemic Phonics Blend Words with Two-Letter Blends, T253
TIER
TIER T2500 2
Structural Analysis Review Closed Syllables, T254
54 2 Comprehension Self-Selected Reading, T257
onics Blend
Phonics B Words with Two-Letter Blends, T252
Comprehension Review Character, Setting, Events:
ents:
Use Illustrations, T257 ables, T254
Structural Analysis Reteach Closed Syllables, T
TIER
Comprehension Read for Fluency, T256 6 2
Leveled Reader A New Home for Henry, T258–T259 Leveled Reader Paired Read: “My Best Friend Leveled Reader Literature Circle, T259
Vocabulary Review Words, T260 Forever,” T259 Comprehension Self-Selected Reading, T261
Leveled Reader Hello, Koko!, T262–T263 Leveled Reader Paired Read: “Who Is My Best Leveled Reader Literature Circle, T263
Vocabulary Friend?,” T263 Comprehension
• Context Clues, T264 Gifted and • Self-Selected Reading, T265 Gifted and
• Shades of Meaning, T264 Talented • Independent Study: Pets as Friends, T265 Talented
Leveled Reader A New Home for Henry, T268–T269 Leveled Reader Paired Read: “Hoppy,” T269 Leveled Reader Literature Circle, T269
Phonemic Awareness Phoneme Blending, T251 Phonemic Awareness Phoneme Substitution, T250 Phonemic Awareness Phoneme Blending, T251
Phonics Build Words with Two-Letter Blends, T253 Phonics Blend Words with Two-Letter Blends, T252 Phonics Blend Words with Two-Letter Blends, T253
Structural Analysis Review Closed Syllables, T254 Structural Analysis Reteach Closed Syllables, T254 Spelling Words with Two-Letter Blends, T272
Vocabulary Strategy Sentence Clues, T271 Vocabulary Additional Vocabulary, T271
Grammar Subjects, T273
LANGUAGE ARTS
• Writing Trait: Word Choice, T232 • Writing Trait: Word Choice, T238 • Writing Trait: Word Choice, T246
• Subjects, T233 • Subjects, T239 • Subjects, T247
• Mechanics: Letter Punctuation, T233 • Mechanics: Letter Punctuation, T239 • Mechanics: Letter Punctuation, T247

A C T

instruction.

Organization Diaries, T203
Finding Cal

Purpose Entertain, T231D
Not Norman
“My Puppy”

SCAFFOLD
support Workshop “Finding Cal,” A New Home for Henry,
T266–T267 T268–T269
THEN scaffold instructions using the “Hoppy,” T269

WEEK 3
more complex text.
T263
Quick Check
Comprehension Strategy Ask and Answer Questions,
T217
Comprehension Skills Character, Setting, Events,
T219 Beyond
Genre Fiction, T229
Vocabulary Strategy Sentence Clues, T231 T259
Phonics/Fluency Words with two-letter blends,
Intonation, T225, T237

ELL Develop, T266–T273 On Level

ing
Approach ELL
T249 T 269
T269
Additional Vocabulary T271 Context Writing Spelling Grammar

leash shallow Clues T271 Word Choice, Words with two- Subjects, T273
missing shelter T272 letter blends,
T272

DAY 1 behavior
behavior
decide a b c
Word-Building
© The McGraw-Hill Companies, Inc.
Ee
Visual Vocabulary
Cards Think Aloud e
Clouds ea
decide proper Interactive
different relationship Read-Aloud egg
Reading/Writing friendship stares Cards behavior
Workshop behavior
boy
glance trade Sound-
Spelling
High-requency Cards
Word Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
G o
fpo How can a pet be an important friend? Digital
Writing Workshop. Explain that a friendship is a relationship, or a
connection, between two friends. Friends are people who are pals.
Reading/Writing
Workshop Use the photograph to discuss how pets can also be our friends.
‡ Pets do funny things that make us laugh. Pets are our
OBJECTIVES
‡ Pets help us. For example, they can help us to not be scared or lonely. Friends
Participate in
collaborative ‡ Pets love us. They can help us feel special.
conversations
and texts with Talk About It
peers and adults Ask: What kind of pet would you like to have? Could you have a friendship Video
in small and larger
COLLABORATE with this pet? Why or why not? Have children discuss in pairs or groups.
groups. SL.2.1
Follow agreed-upon
‡ Model using the Concept Web to generate words and phrases that
rules for discussions tell how pets are our friends.
(e.g., gaining the
floor in respectful Photo
ways, listening to
others with care,
speaking one at a Collaborative Conversations
and texts under Be Open to All Ideas As children engage in partner, small-group,
discussion). SL.2.1a Graphic
and whole-class discussions, remind them Organizer
‡ that all ideas are important and should be heard.
ACADEMIC peered
LANGUAGE
‡ to respect the opinions of others.
• friendship, ‡ not to be afraid to ask a question if something is unclear.
relationship
• cognate: relación
‡ not to be afraid to offer opinions, even if they’re different from Visual
others’ opinions. Glossary
T192 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Essential Question
How can a pet be an
important friend?
Go Digital!
Pets can be our friends. Pets come in

all shapes and sizes.
Pets can make us laugh.
Pets can help us.
Pets love us.
Talk About lt
Talk with a partner about having pets
as friends. Write words
(bkgd) Le Cong Duc Dao/Alamy; (c) Martin Harvey/Getty Images
on the word web that tell

how pets are our friends.
Pets
Ryan McVay/Lifesize/Getty Images

50 51

050-051_CR14_SI2_U1W3_WO_118866.indd 50 12/19/11
050-051_CR14_SI2_U1W3_WO_118866.indd
10:44 AM 51 10/28/11 3:05 PM
SCAFFOLD
Use Visuals Point to Describe Have children Discuss Talk with
the lizard on the weekly describe how the girl children about caring for
opener page, and say: feels about the lizard. a lizard as a pet. Have
This is a lizard. A lizard Ask: Do you think the girl children describe what
can be a pet. This girl and the lizard are friends? friendship is. Then have
has a pet lizard. They Why? Encourage them them tell how a child
have a friendship. Have to use a concept word and a pet can have a
children repeat after (friendship, relationship) friendship. Elicit details
you. Model correct to talk about the girl to support children’s
pronunciation as and her lizard. Clarify responses.
needed. children’s responses as
needed.

WHOLE GROUP
DAY 1
Build the Concept
5
Mins
Oral Language
Go
questions about pets can be important friends to us.
what a speaker says
in order to clarify
comprehension,
information, words below. Prompt children to use the words as they discuss how pets
or deepen
can be important friends to us.
My Partner and
understanding of a
topic or issue. Friend
SL.2.3
Oral Vocabulary Routine
• Develop oral
language. Define: If someone apologized, they said they were sorry for something
they did.
• Discuss the © The McGraw-Hill Companies, Inc.
Essential Question. Example: Millie apologized for breaking the bowl.

Ask and Answer
Ask: Tell about a time you apologized. Questions
ACADEMIC
Define: When you gazed at something, you looked at it for a long time.
LANGUAGE
questions Example: Tara and her dad gazed at the stars last night.
Ask: Tell about a time when you gazed at something.
Define: A partner is someone who helps or works with someone else.

Example: My partner and I finished the science project first.
Ask: Tell about a time when you worked with a partner.
Define: Rummaged means searched for something by moving things around.

Example: Mom rummaged through the closet for her warm purple hat.
Ask: Tell about a time you rummaged for something. Describe what you did.
Define: A scent is the smell left behind by a person or animal.

Example: The dog barked when he picked up his owner’s scent.
Ask: Name something that has a nice scent.
T194 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Listening
Comprehension
10
Mins
Read “My Partner What
is it lik
e to go
to sc
Intera
ct ive
Read
and Friend”
hool
Child in an
other Aloud
ren go coun
to sch tryl? Or al
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every e all Define
Ho gs
Tell children that you will

mmon y.
schoo :
ru is take l
seen n hap that
ek 1
is
read a fictional story about a

in you
are som
home the en
d fro ?
Inc.
again of the m
nies,
. day,
the
-Hill Compa
McGraw
TK
policewoman and her dog, who is
tion Credits
ENGL
ht © The
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
both her partner and her friend. 1

Intens
In
Us theive Vocabu
Use
erent?

introductive Rea
in How por
nt?
to Use t
ce the d Aloud the
Display the Interactive Read-

underli Cards
ned wo to
rds.
Aloud Cards.
Interactive Read-Aloud Cards
Strategy: Ask and Answer Questions

1 Model Explain to children that as they read they can ask
themselves questions about the story. This can help them better
understand what’s happening.
Think Aloud You can ask yourself questions about what is
happening in the story, and look for answers as you read. Doing
this can help you better understand the story. Today, as we
read “My Partner and Friend,” ask yourself questions about the
friendship between Turbo and his police officer friend. Then look
for answers in the words and pictures.
2 Apply As you read, use the Think Aloud Cloud to model applying
the strategy. Then have children think of a question to ask about
the text.
Think Aloud Remember, you can ask questions as you read
and look for the answers in the selection. We learned that Officer
Patel’s police dog Echo is missing. I ask myself “why?”. As I read, I’ll
look for the answer to my question.
ENGLISH LANGUAGE
Make Connections
LEARNERS
After reading, have children share what they learned about how
Request Assistance Remind
COLLABORATE pets can be important friends to people. Then have them discuss the
children of expressions they can
questions they asked themselves and how they found their answers. use to request assistance from the
teacher or their partners, such as
Can you say that sentence again?

WHOLE GROUP
Quick Review
DAY 1 Build Fluency: Sound Spellings:
Word Work Display the Word-Building Cards: e,

o, u, a, i, c, d, f, g, h, j, k, ck, m, n,
sound.
5
Mins
Phonemic Awareness
Go
Know and apply
1 Model Review short vowel sounds, /a/, /e/, /i/, /o/, /u/. Have
Digital
grade-level phonics
and word analysis children listen for the medial sound /a/ in the following words: last,
skills in decoding staff, top. Identify the two words that have the /a/ in the middle.
words. RF.2.3
Listen carefully as I say three words: pan, bat, top. Two words have /a/ in
• Categorize words
the middle, and one word does not. The words pan and bat have the /a/
by phoneme. vowel sound. The word top doesn’t. It doesn’t belong.
Phonemic
• Apply phonics Repeat with lap, tan, sip. Awareness
when decoding
words with two- 2 Guided Practice/Practice Have children practice with the
letter blends. following examples. Do the first one with them. I will say three words.
Tell me which word does not belong and why. c a t
ACADEMIC bus, hot, run hop, get, ten
LANGUAGE
tip, tack, fit pat, hen, red Phonics
blend
sit, cup, him top, fox, bit
10
Mins
Phonics
Introduce Two-Letter Blends
1 Model Use the Word-Building Cards c, l, i, p. Teach two-letter blends
SKILLS TRACE
using the word clip. Explain that often, when two consonants such c
Two-Letter Blends and l, come together in a word, their sounds are blended together.
INTRODUCE Unit 1 Week 3 This is the letter c. It stands for /k/. This is the letter l. It stands for /l/. Let’s
Day 1 blend the two sounds: /klll/. These are the two sounds blended together
REVIEW Unit 1 Week 3 Day at the beginning of the word, clip. Listen: /kllliiip/. Repeat the routine
2, Day 3, Day 4, Day 5 with these words: spin, slip, clock, stick, drop, best, skin, sped, slop, grab,
ASSESS Unit 1 spot, stop, plan, belt.
2 Guided Practice/Practice Have children practice blending two
consonants by saying the sounds in each of these blends with you:
/gr/, /kr/, /kl/, /pl/, /lt/, /sp/, /st/, /tr/, and /tw/.
T196 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Blend Words with Two-Letter Blends

ENGLISH LANGUAGE
1 Model Display Word-Building Cards s, l, a, p. Model how to blend LEARNERS
the sounds. This is the letter s. It stands for /s/. This is the letter l. It
stands for /l/. This is the letter a. it stands for /a/. This is the letter p. It Phonemic Awareness: Minimal
stands for /p/. Listen as I blend the sounds to say the word: /slap/ slap. Say /bl/. Note your tongue and
Continue by modeling the words black, slick, sled, trap. mouth position. Have children
repeat. Repeat for /kl/, /tr/, and
2 Guided Practice/Practice Display the Day 1 Phonics Practice /kr/. Have children repeat the
Activity. Read each word in the first row, blending the sounds, for sounds after you, and notice any
differences. Continue with: trip/clip,
example, /sssslip/. The word is slip. Have children blend each word crack/track, black/track.
with you. Prompt children to read the connected text, sounding
Phonics In some languages,
out the decodable words. including Cantonese and
Vietnamese, there is no direct
slip trip crop stop nest transfer for /r/ as in rope.
Emphasize /r/ and show the
correct mouth position. Then
mask clap clip plan milk review blends with /r/. Practice
with the Approaching Level
belt tent stem twin west phonics lessons.
vest plum grass plug plus
Do not slip on the grass.

We will pick the crop.
Trent went west on a trip. Also online
Phonics Practice
Corrective Feedback Two letters can be blended together. Listen to the beginning
sounds in slip and the ending sounds in best.
Sound Error Model the sounds that children missed, then have A. Look at the picture. Write the missing blend for each
word on the blank line.
them repeat the sounds. Say: My turn. Tap under the first letter and
say: Sound? /k/. What’s the sound? Tap under the second letter and
st sk
say: Sound? /l./ What’s the sound? Blend the two sounds: /kllll/ What 1. ick 2. ma
are the two sounds blended together? Return to the beginning of

the word. Say: Let’s start over. Blend the word with children again. 3. cl ock 4. sl ed
5. ca st 6. dr ess
py g
When two consonants come between two vowels, you divide

the word between the two consonants.
p
B. Divide each word into syllables. Write the syllables on

the blanks provided.
1. velvet vel vet 2. contest con test
3. picnic pic nic 4. sudden sud den

p. 22 p. 22 p. 22
WORD WORK T197

WHOLE GROUP
Quick Review
Word Work and Write to review last week’s

high-frequency words: little, how,
could, one, see, find, green, funny,
sounds, or.
5
Mins
Spelling
OBJECTIVES Words with Two-Letter Blends Go
Go
Demonstrate
Digital
command of the
capitalization,
Spelling Word
when writing words
they together
boy ‡ boil). L.2.2d grass He fell in the grass and hurt his knee.
how eat
Know and apply trips The baby trips on the toys.
grade-level phonics
and word analysis
crack There is a crack in that cup. High-
skills in decoding still I still have my baby blanket. Frequency
words. RF.2.3 Word Routine
west The Sun sets in the west.
Recognize and read mask Abby wore a mask to the party.
grade-appropriate
irregularly spelled clap My parents clap during my games.
words. RF.2.3f plans Trent plans to study after school.
milk Drink milk with your dinner.
belt Do you need a belt with those pants?
fog I cannot see through all of this fog.
ENGLISH LANGUAGE tub Can you bring me a tub of water?”
LEARNERS
by There is a softball field by my house.
Spelling Practice
he He wants to play on my team.
spelling by having
children generate more she Do you know where she went?
words beginning with
gr, tr, sl, and cr. Provide
clues, such as This is
green and grows on the
ground. (grass) Write the
word and have children
practice reading it.
Correct pronunciation
as needed.
T198 UNIT 1 WEEK 3

DAY 1 • WEEK 3
5
Mins
boy, by, girl, he, here, she, small, want,
were, what
1 Model Display the High-Frequency Word Cards boy, by, girl, he,
here, she, small, want, were, and what. Use the Read/Spell/Write
route to teach each word.
‡ Read Point to and say the word by. This is the word by. Say it
with me: by. Shelley sat by her friend Maria.
‡ Spell The word by is spelled b-y. Spell it with me.
‡ Write Let’s write the word in the air as we say each letter: b-y.
‡ Follow the same steps to introduce boy, girl, he, here, she, small,
want, were, and what.
‡ As children spell each word with you, point out the irregular
short u in what.
COLLABORATE

1. The boy has a yellow bag.
2. Tom went by the store. Monitor and
3. The girl likes to play games. Differentiate
4. He will not go.
5. Put the books here.
Quick Check
Q
6. She is my sister.
7. I like my small pet. Can children read and decode
words with two-letter blends?
8. Do you want to go to the park? Can children recognize and read
9. We were going home. high-frequency words?
10. What did you do?

WORD WORK T199

WHOLE GROUP
DAY 1
Vocabulary
5
10
Mins
Words in Context
Go
Digital
Vocabulary
u Routine
Define:
on the Visual Vocabulary Cards. peered
Example:
e:
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When I decide, I make up my mind to choose or do Visual Glossary
Demonstrate
something.
understanding of
word relationships Example: I decide to have juice and cereal for breakfast.
and nuances in word Ask: What did you decide to eat for breakfast today?
meanings. L.2.5
Identify real-life
connections between
words and their use Definitions
that are spicy or juicy.)
‡ different When things are different, they are not the same.
L.2.5a ‡ friendship Friendship means being pals and helping one
Determine the another.
meaning of words
and phrases in a text
‡ glance Glance means to look at quickly.
relevant to a grade 2 ‡ proper When I am proper, I act in a correct way.
RI.2.4
‡ relationship When you have a relationship, you have a
connection with someone.
Cognate: relación
ACADEMIC
LANGUAGE ‡ stares When someone stares, he or she looks at something
• friendship, for a while with eyes wide open.
relationship
‡ trade When I trade with someone, I give one thing away
• cognate: relación
to get something else.
Talk About It
T200 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Vocabulary
proper It is proper to wipe your mouth
during a meal.
Use the picture and sentence to learn each word. Tell how to act in a proper way
at the library.
decide I decide to have juice and relationship Our teacher has a good
cereal for breakfast. relationship with our class.
What did you decide to eat for What relationship do you have
breakfast today? with your best friend?
different The brown kitten is different stares Helen stares at her friend.
(t) Win Initiative/Getty Images; (tc) Chris Schmidt/Getty Images; (bc) 2A Images/Getty Images; (b) Bromberger Hoover Photography/Getty Images
than the orange kitten. What do you look like when you
(t) Bon Appetit/Alamy; (tc) F. Lukasseck/Masterfile; (bc) Frank Gaglione/Getty Images; (b) PhotoAlto/Michele Constantini/Getty Images
How are a horse and a cat stare at something?

different?
friendship Because of their friendship, trade Don and Luis trade baseball
the kids played together a lot. cards.
Tell about your friendship with What things do you trade with
a friend. your friend?
L ABOR ATE
CO L
glance I glance to see what book my
Your Turn
sister is reading.
What word is the opposite Pick three words. Write three questions
of glance? for your partner to answer.
52 53
VOCABULARY, pp. 52–53

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ENGLISH LANGUAGE LEARNERS ONLEVEL PRACTICE BOOK p. 21

SCAFFOLD
decide different friendship glance
proper relationship stares trade
A. Read each clue below. Then find the vocabulary word
Use Visuals Say: Let’s Describe Have children Discuss Ask children to on the right that matches the clue. Draw a line from the
clue to the word.
look at the picture for talk about the picture for talk about what makes 1. look at quickly a. proper
different. These two different. Ask: How are the two kittens the same, 2. not the same b. friendship
kittens are different. The these two animals alike? and what makes them 3. correct c. decide
way they are different Now let’s talk about how different. Have them 4. looks at for a long time d. trade
is that one is gray and they are not the same, or write a sentence about 5. make up your mind e. glance
one is orange. What is how they are different. how the two kittens are
6. being pals f. different
another way to say that Ask children to turn to different. Encourage
7. give one thing for another g. relationship

two things are different? a partner and describe them to share their
8. a connection with someone h. stares
Hold up two different two dogs that might be sentence with the class.
B. Choose one vocabulary word from the box above.
books. Ask: How are different. Provide a sentence frame Write the word in a sentence of your own.
Possible response provided.
these books different? as needed: The kittens are
9. The dog stares at the cat.
Elaborate on their different because .
answers. Have them share their
sentences with the class. APPROACHING BEYOND ELL
p. 21 p. 21 p. 21
VOCABULARY T201
WHOLE GROUP
DAY 1
E REA
OS
Comprehension
CL
DIN
G
5
Mins
Shared Read
Go
Pets are our Friends
Digital
Explain to children that “Finding Cal” will tell them how one boy found a
pet friend. September 25
Reading/Writing
Dear Diary,
It took Dad a long time to decide.
He finally made up his mind. Dad
came to my room tonight. He said I
After reading each page, have partners discuss what they have learned
could get a dog! But it has to be a small
or medium-sized dog. We will go to the
Workshop animal shelter tomorrow.
Medium
Dog
Small Dog
COLLABORATE about how pets can be our friends.

Essential Question
friend?
Read about a dog who becomes
Marcin Piwowarski
a boy’s special friend.
54 55
OBJECTIVES
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Finding Cal
Read with sufficient Use Vocabulary Words in Context
accuracy and decide different friendship glance
fluency to support
comprehension. proper relationship stares trade
RF.2.4
The highlighted words in the text are vocabulary words that children
Read on-level text have learned. As you read, have them discuss the words’ meanings.
with purpose and
understanding.
RF.2.4a Close Reading
Identify meanings Reread the diary entry on page 55: Tell children that you are going
of words used in to take a closer look at the first diary entry. Reread it together. Ask:
context.
What did Dad finally decide? Why do you think Dad agrees to a small dog
or a medium-sized dog? Would it be easier or harder to take care of a big
dog? Why? Model how to cite evidence to answer the question. Remind
children that they can also use their own experiences to understand
what they read.
The page says that Dad decided that the boy could get a small or a
medium-sized dog. From my experience, I think a smaller dog, like the ones
that the illustrations show, would be easier to care for. A big dog might be
very strong, which would make it hard for the boy to handle.
Continue by focusing on the boy’s feelings about getting a dog. Ask: Do
you think Dad’s decision is important to the boy? How do you think the boy
feels? Model how to cite evidence to answer the question.
The boy wrote about getting a dog in his diary. So, it must be important
to him. Another way I can tell it’s important is that the boy used an
exclamation point to end this sentence: “He said I could get a dog!”
T202 UNIT 1 WEEK 3

DAY 1 • WEEK 3
September 25
Dear Diary,
animal shelter tomorrow.
Medium
Dog
Small D
o g
Essential Question
friend?
Marcin Piwowarski
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Organization
This text is written as a diary. Point out the date, September 25,
and the heading, Dear Diary.
‡ Ask children why people keep a diary.
‡ Explain that people use diaries to write about important events
in their lives, and to talk about wishes and dreams.
‡ People put the date for the day on which they write. This is
called an entry.
COMPREHENSION T203
WHOLE GROUP
DAY 1
Dear Diary, September 26 We put Cal on a leash and took him

Wow! There are so many different to a fenced yard. Cal smiled and stared
dogs at the shelter. There are big and little at me. Cal wanted to play. In minutes he
dogs. Some have soft fur and some have learned the proper, or correct, way to
wiry hair. 5
Mins
sit. He could walk on a leash nicely, too.
I patted him on the head, and he licked
Dad and I walked to one dog’s cage.
my hand.
The tag said the dog’s name was Cal. One
quick glance at the cute dog, and I knew
he was for me. Dad said, “Look, Jake! Look
Cal licking
at how Cal stares at you.” It was true! His my hand!
eyes were wide open. He was looking right
at me.
Cal
Spot Sam
Jack
Marcin Piwowarski
56 57

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OS
CL
Shared Read
DIN
G

Reread the diary entry on pages 56–58: Tell ESSENTIAL QUESTION
children that you are going to take a closer look Encourage children to go back into the text
at the entry for September 26. Reread the first for evidence as they talk about how Cal is an
paragraph together. Model summarizing. important friend to Jake. Ask children what Cal
This paragraph tell us that there are lots of dogs in has learned from Jake. (Cal has learned to do
the shelter. They have different sizes and different tricks, to be calm when he’s unhappy or nervous,
kinds of fur. and to be a good friend to Jake.) Then ask what
Reread the second paragraph. Say: There are lots Jake has learned from Cal. (Jake has learned to
of dogs at the shelter. How does Jake know Cal is teach a pet. It also sounds like he shares good
the dog for him? Model citing evidence to answer. times with Cal.)
The paragraph says that Cal stares at Jake.
T204 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Dad said, “I see a real connection Cal walks with Dad and me to school
between you and Cal.” I agreed. We every day. Each night, Dad reads me a
already had a good relationship. story. Cal lies next to me. I would not trade
him for any other dog. I will keep him
Soon we were on our way home. Cal
because our friendship is very special.
was nervous so I tried to make him feel
Finding Cal was worth the wait!
better. I scratched his ears, and he liked it.
Dear Diary,
October 10
z Z ZZZ
It has been a while since I have
written. Cal has learned many
new tricks like how to roll
over. I have learned from
Cal, too.
Cal’s
Make Connections
Tricks! How is Cal an important friend to
Jake? ESSENTIAL QUESTION
Compare Jake’s pet Cal to your pet
or a pet you know. Tell how each
Marcin Piwowarski
pet is a good friend. TEXT TO SELF
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Continue Close Reading Develop ELLs may not be familiar with the concept
Use the following lesson for focused rereadings. of animal shelters. Ask: What is an animal shelter? Who
has visited an animal shelter? Record children’s answers.
‡ Ask and Answer Questions, T216–T217 An animal shelter is a special place where you can get
‡ Character, Setting, Events; T218–T219 a pet. There are many cats and dogs at the shelter. The
shelter has workers that take care of the animals. People
‡ Genre and Story Structure, T228–T229 who want to have a pet can visit the shelter and meet the
‡ Context Clues, T230–T231 animals. Ask children to turn to a partner and pretend
to visit a shelter. What pet would you get? Why?
SHARED READ T205

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Writing Traits: Word Choice
Discuss the Expert Model Go
G o
Explain that good writers use precise words to give readers a clear
Digital
understanding of their message. Precise words
‡ create a clear picture in readers’ minds.
Reading/Writing
Workshop ‡ are specific, not general.
‡ say exactly what the writer means.
OBJECTIVES
Read aloud the expert model from “Finding Cal.” Ask children to Present the
Write narratives in Lesson
COLLABORATE listen for precise words that help them understand the types of
well-elaborated event dogs at the shelter. Have children talk with partners to identify these
or short sequence precise words.
of events, include
details to describe
actions, thoughts,
and feelings, use
Writing
temporal words to Remind children that precise words help readers understand the
signal event order, writer’s message. Read aloud the student draft of a letter. As children
and provide a sense follow along, have them focus on the precise words the writer added to
of closure. W.2.3
his draft.
Demonstrate
command of the Invite partners to talk about the draft and the precise words Jared
conventions of COLLABORATE added. Ask them to suggest places where Jared could be more precise.
standard English
capitalization,
punctuation, and
spelling when
WRITING ENTRY: PRECISE WORDS
W
writing. L.2.2 1 Prewrite Provide children with the prompt below:
Use commas in
Write a letter to a friend telling him or her about a pet friend that is
greetings and
closings of letters. special to you. Be sure to use precise words.
L.2.2b 2 Draft Have children choose a topic and use their notes to
write a draft. Remind children to use precise words as they
ACADEMIC write.
LANGUAGE
precise words, word
choice
T206 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Editing Marks
Add
Take out.
Grammar Handbook
Writers choose precise words to help paint Jared wrote a letter to his friend. Subjects see
clear pictures in the reader’s mind. Reread the Read Jared’s letter. page 475.
passage from “Finding Cal”.
Student Model
Expert Model
Word Choice Wow! There are so many Dear David,

Identify two different dogs at the shelter.
precise words. I am so excited. I have a
There are big and little dogs. Some spotted
Why are these
words good have soft fur and some have wiry new dog named Max. his ears
examples of hair. Dad and I walked to one
word choice?
are long. His legs are short. L ABOR ATE
CO L
dog’s cage. flops
After I walk Max, he sits down. Your Turn
Max likes to nap. I can’t wait Identify the precise
words Jared used.
for you to meet him. I hope you Identify the
subjects.
can visit soon. Tell how the
revisions improved
Your friend
his writing.
Jared Go Digital!
Marcin Piwowarski
Write
W it online
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SCAFFOLD
Beginning Intermediate Advanced Genre Writing
G
Write Sentences Replace Words Ask Respond Ask children
Provide model sentences children to write three to respond to the
Writing: Narrative Text
based on the prompt: sentences based on prompt. Remind them For full writing process lessons
the prompt. Help them to use precise words and rubrics, see:
I know about a special
identify three words that help readers create
pet. It is a . It is . ‡ Friendly Letter, pages
they can replace with a clear picture in their
Help children complete more precise words. minds. T480–T485
the sentence frames Help them use resources,
with precise words.
‡ Personal Narrative, pages
such as a word wall, to
identify options. T486–T491
LANGUAGE ARTS T207

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Grammar
Go
G o
OBJECTIVES Subjects Digital
Demonstrate
command of the 1 Explain/Model Explain that every sentence must have a subject.
conventions of Tell children that they can identify the subject of a sentence by asking
standard English themselves, Who or what is this sentence about? Display the following
grammar and usage
sentences:
speaking. L.2.1 Kara is tall.
Demonstrate The dog is furry. Grammar
command of the
conventions of Model identifying the subject in the first sentence.
standard English
capitalization,
Think Aloud Who is this sentence about? This sentence is about Kara.
punctuation, and Kara is the subject.
spelling when
writing. L.2.2 Repeat with the second sentence. Then tell children that the words in a
sentence must make sense. Explain that word order gives a sentence
Use commas in
greetings and its meaning. Point out that in many sentences, the subject is at the
closings of letters. beginning of the sentence.
L.2.2b
2 Guided Practice/Practice Display the sentences below and read
them aloud. Have partners identify the subject of each sentence.
ACADEMIC Prompt children by asking, Who or what has many animals? Who or what
LANGUAGE
subject, word order, are my favorite animals?
greeting, closing The shelter has many animals (the shelter)
The dogs are my favorite animals. (the dogs)
Talk About It
Use Complete Sentences Ask partners to use complete sentences to
COLLABORATE talk about a friendly pet they know about. Challenge students to use a
new subject in each sentence.
T208 UNIT 1 WEEK 3

DAY 1 • WEEK 3
Mechanics: Letter Punctuation • A subject tells who or what the sentence is about.
• The subject is often at the beginning of a sentence.
1 Explain/Model Explain to children that letters have special The cat is white. Jake likes cats.
subject subject
punctuation. Tell children that the greeting and closing of a letter
begin with a capital letter. Explain that commas are used after the A. Underline the subject in each sentence.
1. Sam likes birds.

greeting and closing. 2. Cats are my favorite animals.
Guide children to identify the greeting and closing in the student 3. Maria has a pet lizard.
4. The shelter has many dogs.

model. Point out that Jared capitalized Dear and Your and used 5. Serena wants a bunny.
commas after David and friend. 6. Jim throws a ball to his dog.

B. Write two more sentences about pets. Circle each subject.
2 Guided Practice/Practice Display the letter below and read it 7. Answers will vary.
aloud. Have partners tell what punctuation mark is missing after the 8.
greeting Dear Ashley and the closing Your friend. (a comma)

Dear Ashley
I have a new puppy. His name is Mike. When will you come to
visit him? 011_015_CR14_NA_GPB_2_U1W3_118662.indd 11 1/10/12 3:26 PM
Your friend
Kate
Daily Wrap Up
‡ Discuss the Essential Question and
words. Ask: What pet friends did we
learn about today? How can a pet be an
important friend?
those skills?
LANGUAGE ARTS T209

DAY 2 behavior
behavior
decide
a b c
Word-Building
behavior
behavior
boy

Word Cards
Interactive
decide proper Read-Aloud
different relationship Cards behavior
behavior
Reading/Writing belt
friendship stares
Workshop
glance trade
Spelling Word
Cards
Build the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Recount or describe Remind children that this week you’ll be talking and reading about Digital
key ideas or details COLLABORATE pet friends. Remind them of how animals help people and each other
from a text read in “My Partner and Friend” and of the friendship between Jake and
Cal in “Finding Cal.” Guide children to talk about the question using
presented orally
or through other information from what they have read and talked about on Day 1.
media. SL.2.2
My Partner
2/7/12 1:51 PM
• Develop oral and Friend

Review the oral vocabulary words apologized, gazed, partner, rummaged,
language.
and scent using the Define/Example/Ask routine. Encourage children to
• Discuss the
Essential Question. discuss pet friends when coming up with examples for each word.
• Retell story events.

LANGUAGE
questions
T210 UNIT 1 WEEK 3

DAY 2 • WEEK 3
Listening
Comprehension
5
Mins
Reread “My Partner What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
and Friend”
Child
ren go other
coun Or al
to sch tryl?
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
es?
learn
to

ek 1
is
“My Partner and Friend.” Display

home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
the Interactive Read-Aloud Cards.
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
Us theive Vocabu
Use
in How por
Strategy: Ask and Answer

ce the d Aloud the
underli Cards
ned wo to
rds.
Questions

Remind children that as they read
they can ask themselves questions about the story. Doing so can help
them understand and clarify story events. Say: As we read “My Partner
and Friend,” ask yourself questions about the selection. I can ask myself,
why did Officer Patel need help? The text tells me that he needed help
because his police dog, Echo, was missing.
Read aloud “My Partner and Friend.” Pause to model using the
strategy. Prompt children to ask questions. Guide them to use the text
to find the answers.
Model Retelling
Pause to retell parts of the selection. Say: I can put the information from
the text and the illustrations in my own words. So far, I have read that
Officer Patel came to ask for help. He needed help because his police dog,
Echo, was missing. Officer Patel and Echo had been chasing a robber, but
Echo raced ahead of Officer Patel and disappeared.
ENGLISH LANGUAGE
Explain that when children retell a selection, they should tell the LEARNERS
important events and details in the correct order.
by using a question prompt for
Retell the Selection each card. For example: What was
After reading, guide children to retell the entire selection. Remind Echo doing when he got lost? Why
them to tell the important events and details in the correct order. does Turbo sniff Echo’s toy? Provide
sentence starters for children to
You may wish to let children use the pictures on the Interactive Read-
complete orally. When Echo got
Aloud Cards to help them retell the selection. lost, he was . Turbo sniffs Echo’s
toy so that .

WHOLE GROUP
Quick Review
. DAY 2 Build Fluency: Sound Spellings
Word Work Display the Word-Building Cards e,

o, u, sl, dr, sk, sp, st, tr, pr, pl, a, i,
c, d, f, g, h, j, k, ck, m, n, p, q, r, w,
x. Have children say each sound.
Repeat and vary the pace.
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Substitution Go
Know and apply
1 Model Show children that replacing the first sound in a word can
Digital
grade-level phonics
and word analysis sometimes form a new word. Say: Listen for the first sound in the word
skills in decoding top, /t/, /t/, top. Now listen as I change the /t/ to /m/ and make a new
words. RF.2.3
word. The new word is mop, /m/, /m/, mop.
• Substitute Continue modeling phoneme substitution with the following
phonemes to form word sets.
new words. Phonemic
tin/pin sip/dip slip/clip grab/crab Awareness
• Blend and build
words with two- 2 Guided Practice/Practice Have children practice substituting
letter blends.
phonemes. Do the first one together. Listen for the sounds in each
word. Replace the first sound and say the new word. Let’s do the first one c a t
together. The word is clock, /k/ /l/ /o/ /k/. Now let’s change /k/ to /b/.
What’s the new word? The new word is block. Repeat with slap/clap, Phonics
hot/rot, and bat/mat.
Have children substitute phonemes to create new words.
I the jar.
twin/spin snag/drag plan/bran
fill fills filling
drill/spill click/trick crop/stop
Structural
Analysis
5
Mins
Phonics
Review Two-Letter Blends
1 Model Display the Word-Building Cards c, l, i, p. Review two-letter
blends using the word clip. Then review two-letter blends gr, cr, cl, pl,
lt, sp, st, tr, and tw.
2 Guided Practice/Practice Point to each blend and blend the
sounds: /gr/, /kr/, /kl/, /pl/, /lt/, /sp/, /st/, /tr/, and /tw/. Have children
connect the letters and the sounds. Point to each blend and say:
What are these letters? Together what sounds do they make?
T212 UNIT 1 WEEK 3

DAY 2 • WEEK 3

ENGLISH LANGUAGE
1 Model Display Word-Building Cards d, r, a, g. Model how to blend LEARNERS
the sounds. This is the letter d. It stands for /d/. This is the letter r.
It stands for /r/. Let’s blend these two sounds together: /dr/. Say it Phonics: Build Vocabulary
with me: /dr/. This is the letter a. It stands for /a/. This is the letter g. It words that can be explained or
stands for /g/. Listen as I blend these sounds together: /drrraaag/. Say demonstrated in a concrete way.
it with me: drag. For example, make a fist, then line
up three things, pointing to the
‡ Continue by modeling the words stick, fist, stump, stop, last. last one. Say, “I can make a fist.
This pencil is last.” Have children
2 Guided Practice/Practice Repeat the routine with children with repeat. Provide sentence starters
trip, trap, stop, slit, stack, west, nest, grab, grip, flag, flop, flit, flip, twin, such as “He can .” for children
and stem. to complete. Correct grammar and
punctuation as needed.
Build Words with Two-Letter Blends

1 Model Display the Word-Building Cards c, l, o, c, k. Blend /k/ /l/ /o/
/k/, /klok/, clock.
‡ Replace /kl/ with /bl/ and repeat with block.
‡ Replace /bl/ with /fl/ and repeat with flock.
2 Guided Practice/Practice Continue with slip, clip, grip, trip, grab,
spot, slot, nest, best, rest, west. Guide children to build and blend
each word.
5
Mins
Structural Analysis
Closed Syllables Two letters can be blended together. Listen to the beginning
sounds in slip and the ending sounds in best.
1 Model Write the word napkin and read it aloud. Draw a vertical A. Look at the picture. Write the missing blend for each
line between the p and the k. Say: Look at the word: napkin. I word on the blank line.
will clap the syllables as I say it: nap-kin. The word napkin has two
syllables, or word parts. Each syllable in a word must have one vowel 1. st ick 2. ma sk
sound. Watch as I circle the vowels in this word. Circle the vowels.
Then underline each syllable. I have also underlined the first syllable 3. cl ock 4. sl ed
n-a-p, and the second syllable k-i-n. These syllables are called closed
syllables. A closed syllable ends in a consonant. A closed syllable 5. ca st 6. dr ess
py g
usually has a short vowel sound. Listen to the closed syllables in this When two consonants come between two vowels, you divide
the word between the two consonants.
word: nap-kin.
p
B. Divide each word into syllables. Write the syllables on

the blanks provided.
2 Practice/Apply Write the following words on the board: kitten, vel vet con test
1. velvet 2. contest
gossip, traffic, pumpkin. Have children clap out the syllables as they 3. picnic pic nic 4. sudden sud den
read each word and then tell the letters in each closed syllable. APPROACHING BEYOND ELL
p. 22 p. 22 p. 22
WORD WORK T213

WHOLE GROUP
Quick Review

frequency words: boy, by, girl, he,
here, she, small, want, were, what.
5
Mins
Spelling
OBJECTIVES Word Sort with Two-Letter Blends Go
Know and apply
1 Model Display the following Spelling Word Cards from the Teacher’s
Digital
grade-level phonics
and word analysis Resource Book, one at a time: grass, trips, crack, still, west, mask, clap,
skills in decoding plans, milk, and belt. Have children read each word, listening for the
words. RF.2.3 er ir or ur
two-letter blends.
her
Recognize and read
Use cards for grass and milk to make a two-column chart. Say each
grade-appropriate girl curb her word
irregularly spelled word and pronounce the blend. Say each word and ask children to
Spelling Word
words. RF.2.3f chorally spell each word. Sort
Determine or
2 Guided Practice/Practice Have children place the Spelling Words
clarify the meaning
of unknown and Card in the correct column to show that the two-letter blend is initial they together
multiple-meaning or final in the word (initial: trips, crack, still, clap, plans; final: west,
how eat
words and phrases mask, belt).
based on grade 2
When completed, have children chorally read the words in each High-
reading and content, Frequency
choosing flexibly column. Have them identify the two-letter blend and its sound. Word Routine
from an array of
strategies. L.2.4 3 Build Fluency: Word Automaticity Have children chorally read words
Use a known root
to build fluency, then conclude by asking children to generate additional peered
word as a clue to words with that two-letter blend. List them in the correct columns.
the meaning of
an unknown word
with the same Visual
root (e.g., addition, 5
Mins
Glossary
additional). L.2.4c

were, what
1 Guided Practice Say each word and have children Read/Spell/
Write it. Ask children to picture the word, and write it the way they
see it. Display the answers for children to self-correct. Point out
irregularities in sound/spellings, such as short u in what.
2 Practice Add the High-Frequency words to the cumulative word
COLLABORATE bank. Have partners create sentences using the words.
T214 UNIT 1 WEEK 3

DAY 2 • WEEK 3
Vocabulary
ENGLISH LANGUAGE
LEARNERS
5
Mins
Expand Vocabulary words with two-letter blends.
Provide clues: I do this when I
walk. It rhymes with pep. Write
the word (step) and have children
Have children use the Visual Vocabulary Cards to review this week’s practice reading it. Correct their
vocabulary words: decide, different, friendship, glance, proper, pronunciation, if needed.
relationship, stares, trade.
changing, or removing inflectional endings -ed, -ing, and -s or -es.
Review the meaning of each ending.
add endings to the word decide. Write the vocabulary word decide
in the first column. Then write decided, deciding, and decides in the
next three columns. Read aloud the words with children.
Point out how the different endings change the meaning of
decide. Discuss each form of the word and its meaning.
Have children share aloud sentences using decide, decided,
deciding, and decides.
3 Guided Practice Have children work in pairs to fill in charts for Monitor and
trade, glance, and stares. Then have children share sentences using Differentiate
the different forms of each word.
Quick Check
Q
words with two-letter blends?
Can children read high-frequency
words?

WORD WORK T215

WHOLE GROUP
DAY 2 OS
E REA
CL
DIN
G
5
10
Mins
Ask and Answer Questions
1 Explain
Go
Remind children that as they read, they can ask themselves
Digital
questions about things that they do not understand or that they
want to know more about. They can look for answers in the text.
September 25
Reading/Writing
Dear Diary,
Readers can ask questions about the characters and their

‡
Workshop
Medium
Dog
feelings, and why the characters do what they do. They can also Essential Question
friend?
Small Dog
Marcin Piwowarski
ask about the setting and the events that happen.
54 55
OBJECTIVES
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3:06 PM 55 10/28/11 3:06 PM
Finding Cal
Ask and answer ‡ Asking questions and figuring out the answers helps readers
such questions as clarify things they read that do not make sense to them.
who, what, where,
when, why, and how
to demonstrate 2 Model Close Reading
understanding of key Use the question shown to model how asking and answering
details in a text. Present the
RL.2.1
questions can help children understand what helped Jake decided
Lesson
to take Cal home. Reread the first paragraph on page 57 of “Finding
accuracy and
Cal.” Say: I read that Cal smiled and stared at Jake. Cal wants to play
fluency to support with Jake. I think this means that Jake feels that Cal is special already.
comprehension. I also read that Jake taught Cal the best way to sit and that Cal walked
RF.2.4 on a leash nicely. I think that all of these things help Jake decide that Cal
Read on-level text would be a good pet.
with purpose and
understanding.
RF.2.4a 3 Guided Practice of Close Reading
Have children work in pairs to think of a question they have about
ACADEMIC the story. Then have children reread the parts of the story that help
LANGUAGE them answer the question.
questions
T216 UNIT 1 WEEK 3

DAY 2 • WEEK 3

When you read, you can ask questions to help
you think about parts of the story that you may
have missed or do not understand.
ONLEVEL PRACTICE BOOK pp. 2324
Find Text Evidence
Read the passage. Ask and answer questions as you
After reading page 56 of “Finding Cal,” I ask read to check your understanding.
myself, “What helped Jake decide to take
Cal home?” A Pet of His Own
Jeff lived with his family and their three pets. His
page 57 sister Kim had a bird. His brother Rick had two mice.
Jeff wanted a pet of his own. “May I get a snake?” he
to a fenced yard. Cal smiled and stared
at me. Cal wanted to play. In minutes he
I read that Cal asked his parents. He was polite because he knew good
manners were important.
learned the proper, or correct, way to
sit. He could walk on a leash nicely, too.
smiled and stared at
“A snake will eat my bird,” shrieked Kim loudly. Her
I patted him on the head, and he licked
my hand.
Jake. Cal wants to yell upset her bird. The bird started to chirp.
Cal licking
play with Jake. From Jeff had another idea. “May I get a cat?” he asked
politely.
my hand! this, I understand “A cat will eat my bird,” cried Kim.
that Cal is already “And a cat will eat my mice,” said Rick.
special to Jake.

L ABOR ATE
CO L
Your Turn
Think of a question you have about the
054-059_CR14_SI2_U1W3_MR_118866.indd 57 10/28/11 3:06 PM
story. Reread the parts of the story that

help you answer the question. APPROACHING BEYOND ELL
pp. 23–24 pp. 23–24 pp. 23–24
Marcin Piwowarski
60
060-063_CR14_SI2_U1W3_SK_118866.indd 60 12/19/11 10:45 AM
Monitor and
ENGLISH LANGUAGE LEARNERS Differentiate
SCAFFOLD
Beginning Intermediate Advanced Quick Check
Q
Help children reread Have children reread Have children reread
Do children think of questions as
page 57 of “Finding page 57 of “Finding page 57 of “Finding Cal.”
Cal.” Explain difficult Cal.” Ask: Why is Cal on a What are some clues that they read? Do they reread to find
phrases such as fenced leash? (It’s a good way tell you Cal wants to play the answers in the story?
yard and walk nicely on to control a playful dog.) with Jake? (“Cal smiled
a leash. Help children Why does Jake teach and started at me.” “He
replace these words with Cal the proper way to licked my hand.”) How
words they know. Model sit? (It’s a good idea to have pets shown you Small Group Instruction
correct pronunciation teach a pet to behave.) they wanted to play?
as needed. Remind Allow children ample Help children think of
children to ask questions time to respond. Remind questions about the
about words they do not children that asking story that they want to ELL Develop pp. T266-T267
understand. themselves questions find answers to. If Yes On Level Review pp. T258-T259
like these can help them

WHOLE GROUP
DAY 2 OS
E REA
Comprehension Skill
CL
DIN
G
5
Mins
1 Explain
Go
Stress that children can use both text and illustrations to find details
Digital
about the characters, setting, and events in a story.
‡ To identify characters, children can think about the people and September 25
Reading/Writing
Dear Diary,
the animals in the story.

Workshop
Medium
Dog
Small Dog
‡ To find the setting, children can ask themselves where and when Essential Question
friend?
Marcin Piwowarski
54 55
OBJECTIVES the story takes place. 054-059_CR14_SI2_U1W3_MR_118866.indd 54 10/28/11

054-059_CR14_SI2_U1W3_MR_118866.indd
3:06 PM 55 10/28/11 3:06 PM
Finding Cal
Describe how ‡ To find the events, children can think about the most important
characters in a things that happen in the story. They can also think about what
story respond to
major events and the problem is and how the characters try to solve it.
challenges. RL.2.3
Use information 2 Model Close Reading
from the illustrations Identify the character, the setting, and the events in the diary entry Present the
and words in a Lesson
for September 25 on page 55 of “Finding Cal.” Model asking who,
print or digital text
to demonstrate what, when, where, and why to fill out the graphic organizer. Use
understanding of its both the text and the pictures to fill out the graphic organizer. Character Setting Events
characters, setting, Write About Reading: Sentences Model for children how to
or plot. RL.2.7
use the notes from the graphic organizer to write sentences about
the characters, settings, and events in each part of the story. For Graphic
ACADEMIC example: In the diary entry for September 25, the main character is Organizer
LANGUAGE
Jake. The setting is Jake’s home. Jake is excited to be getting a dog.
events, illustrations
Have children add other details to the first section of the graphic
organizer. For instance, point out that Jake isn’t the only character
in the story. Then have them complete the graphic organizer for the
SKILLS TRACE other parts of the story. Remind children to use the illustrations to
Character, Setting, help them. Discuss each section as children complete the graphic
Events organizer.
INTRODUCE Unit 1 Week 2 Write About Reading: Sentences Have partners work together
REVIEW Unit 1 Week 3; to complete sentence frames that tell about the characters, setting,
Unit 2 Week 1 and events in each diary entry. For example: In this part of the story,
ASSESS Units 1, 2 the characters are . The setting is . The main thing(s) that
happen is (are) .
T218 UNIT 1 WEEK 3

DAY 2 • WEEK 3

The pictures and text give you details about ONLEVEL PRACTICE BOOK p. 25
the characters, setting, and events in a story. A. Reread the passage and answer the questions.
1. Who are the characters in the story?

Find Text Evidence
As I look at the pictures and read the text on The characters in the story are Jeff, Kim, Rick, and their parents.
page 55 of “Finding Cal,” I see details about the

character, setting, and events. 2. Where does the story take place?
The story takes place in the home where Jeff lives with his family.
3. What event takes place at the end of the story?

Jeff gets a pet rabbit.
Jake Jake’s Home Jake is excited

to be getting
B. Work with a partner. Read the passage aloud. Try to make
a dog. your voice rise and fall as if you are speaking naturally. Stop
after one minute. Fill out the chart.

Words Read – =
Errors Score
First Read – =
L ABOR ATE
CO L Second Read – =
Your Turn
Continue reading the story. Then fill in the p. 25 p. 25 p. 25
information in the graphic organizer.
Go Digital!
Marcin Piwowarski
Use the
U th iinteractive
t graphic organizer
61
READING/WRITING WORKSHOP, p. 61 Monitor and

060-063_CR14_SI2_U1W3_SK_118866.indd 61 12/19/11 10:45 AM
Differentiate

Quick Check
Q
SCAFFOLD
As children complete the graphic
Beginning Intermediate Advanced organizer for each section, do
Reread page 57 and the Reread page 57 and the Reread page 57 and the
they list the characters, the
first two paragraphs first two paragraphs on first two paragraphs on setting, and the main events? Do
on page 58. After each page 58. Ask: How do page 58. Have children they use illustrations to help them
sentence, ask: What you know Cal likes Jake? identify the characters, complete the organizer?
is this sentence about? Why did Jake scratch the setting, and the
Who is speaking? Do you Cal’s ears? How does that events. Then have them
think Cal likes Jake? Help make Cal feel? Restate identify the details about
children identify the children’s responses each one to a partner
main characters in this to develop their oral using the vocabulary
section. The characters language proficiency. words. Elaborate on
are . Remind Then have partners children’s responses as If No Approaching Reteach pp. T256-T257
children that as they describe the characters needed. ELL Develop pp. T266-T267
read, they should picture and the setting. If Yes On Level Review pp. T260-T261
the settings and identify
the main events. Beyond Level Extend pp. T264-T265

WHOLE GROUP
DAY 2
Language Arts
5
Mins
OBJECTIVES 1 Explain Remind children that writers use precise words to help Go
With guidance and readers create a clear picture in their minds. Writers revise their Digital
support from adults writing by identifying boring, overused, or general words and
and peers, focus on a replacing them with more interesting and precise words. They can
also add precise words. g
Expert Model

revising and editing. 2 Model Read aloud the model from Your Turn page 27. Then think
have soft fur and some have wiry
W.2.5 dog’s cage.
aloud to model revising to replace general words with precise

Demonstrate words. Writing Model
command of the
conventions of My kitten is a good pet for me. She can sleep on my lap. She has nice
standard English fur. My kitten likes to go outside, and so do I.
capitalization,
punctuation, and Think Aloud I don’t have a clear picture of how wonderful this
spelling when kitten is. I can replace a general word with a more specific word to
writing. L.2.2
make that clear. In the first sentence, I can replace the word good Writing
with the word perfect. I’ll rewrite the sentence to say: My kitten is the
perfect pet for me!
Conferencing Routines
3 Guided Practice Invite partners to continue replacing or adding I see a fish.
Teacher Conference
words in the draft to make the writing more precise. Use the
writing. prompts on Your Turn page 27 as a guide. Grammar
STEP 2 Focus on the
target trait.
STEP 3 Make concrete
WRITING ENTRY: PRECISE WORDS
W
suggestions for 1 Revise Have children review their writing from Day 1. Ask
revisions.
them to revise their responses by adding a precise word or
Peer Conferences replacing a general word with a more precise one.
Provide these questions
to guide peers as they Use the Conferencing Routines to help children revise. Circulate
review a partner’s draft. among children and stop briefly to talk with individuals.
✓ Is the writing Provide opportunities for partners to work together using the
clear and easy to Peer Conferences routine.
understand?
2 Edit Ask children to review the rules on Grammar Handbook
✓ What words create a page 475 and check that each sentence has a subject. Have
picture in your mind?
children check for correct letter punctuation and errors in
✓ Where can precise grammar, spelling, and punctuation.
words be added?
T220 UNIT 1 WEEK 3

DAY 2 • WEEK 3

5
Mins
the draft to help you use more precise words.
Draft Model
Subjects My kitten is a good size for my family’s small apartment. She

can sleep on my lap. She has nice fur. My kitten likes to be
outside and so do I.
1 Review Remind children that every sentence must have a 1. What size is the kitten?
subject. The subject is who or what the sentence is about. 2. What color is the kitten’s fur? How does it feel?
3. What does the kitten like to do outside?

Read the following sentence aloud and guide children to
B. Now revise the draft by replacing general words with
identify the subject. more precise, interesting words about the kitten.
Cal is a great dog. (Cal) Answers will vary but should include precise words about the kitten’s

size, fur, and outside activities.
Explain to children that a sentence is a group of words that tells

a complete thought. A group of words without a subject is not a
complete sentence.
2 Guided Practice Display the following words and read them
aloud. APPROACHING BEYOND ELL
p. 27 p. 27 p. 27
is a great place to visit. 027_027_CR14_NA_YTT_2_WT_U1W3_118867.indd 27 1/10/12 2:52 PM
Point out that this group of words is not a complete sentence

because it does not have a subject. Invite children to suggest
subjects they could add to make it a complete sentence. Point out
that the subject must agree with the verb.
3 Practice Have partners add subjects to the following groups of
words and then share their sentences with the class.
is a fun activity. visit the pet store.
Mechanics: Letter Punctuation

1 Review Remind children that the greetings and closings
of letters begin with a capital letter and end with a comma.
2 Practice Write the following letter on the board.
Have volunteers add capital letters and commas to
the greeting and closing.
dear Thomas (Dear Thomas,)
I got a pet! It is a beagle. Come over and meet him.
your friend (Your friend,) Daily Wrap Up
Diego ‡ Discuss the Essential Question and
the skills they used today. How do
those skills help them?
LANGUAGE ARTS T221

DAY 3 behavior
behavior
decide
Word-Building
a b c behavior
behavior
boy

Cards Word Cards
decide proper
different relationship
Reading/Writing friendship stares behavior
behavior
belt
Workshop glance trade

Spelling Word
“Not Norman” Cards
Interactive Read-
Aloud Cards
Build the Concept

5
Mins
Go
ESSENTIAL QUESTION
OBJECTIVES
Describe how Remind children that this week they are talking and reading about how Digital
characters in a pets can be our friends. Remind them of Turbo, Echo and the police
story respond to officers in “My Partner and Friend,” and of Jake and Cal in “Finding Cal.”
major events and Guide children to discuss the question using information from what
challenges. RL.2.3
they have read and discussed throughout the week.
Use information
gained from the
illustrations and
Review Oral Vocabulary My Partner
words in a print Review the oral vocabulary words apologized, gazed, partner, rummaged, and Friend
or digital text and scent using the Define/Example/Ask routine. Encourage children to
to demonstrate
discuss how pets can be our friends when coming up with examples for Dear Diary,
September 25
understanding of its It took Dad a long time to decide.

each word.
Medium
Dog
Small Dog
or plot. RL.2.7
Essential Question
friend?
Marcin Piwowarski
Reread “My Partner and Friend””

54 55
054-059_CR14_SI2_U1W3_MR_118866.indd 54 10/28/11
054-059_CR14_SI2_U1W3_MR_118866.indd
3:06 PM 55 10/28/11 3:06 PM
Finding Cal
• Develop oral
Tell children that you will reread What
is it like Intera
language. Child
ren go
to go
to sc
hool
in
anoth
er co
ct ive
Read
Aloud
“My Partner and Friend.” Pause to sch untry Or al

In ma ool to l? Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every e all Define
ey lea where aroun
• Discuss the
:
w ke. Ch someth means
ool is to rea world unders ing so to
. They from
as you read to model asking

s ma some
learn at sch le: We lea
Walki y get ways ool. rn ma
Essential Question.
Unite a bus fer er pa r sho learn
d Sta are co en t way. rts of es? how
to
child ool. La er pla ys to ge on
ke Tit ces, ch t to sch Define
ren in ica ca :
commo Something
Un it ildren ool
1 We this pictur in Pe
questions to help you make

Seve ek 1 ru is take see n hap that
is
ral of e live one of a boat n in ma pen s
the isla on isla to Examp ny pla often or
one isla nds in those ces. is
e the get to ildren pets
in you
are som
boat sch ool. At take r neighb e commo
home d of from ?
Inc.
again the da
sure you understand the story.

nies,
. y, the
-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
ISH LA
ACADEMIC
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
Prompt children to identify and

to sch estion: How
ool
get
ool, or pictur y
How
LANGUAGE 1 erent? nt?
describe the characters, the

Intens
In
Use theive Vocabu
Us
por
character, setting,
in How
ce the d Aloud the
underli Cards
ned wo to
rds.
events, illustrations settings, and the events that 001_004_CR14_NA_IRA_2_U1W3_187770.indd Front1 2/7/12 1:51 PM
make up the plot. Interactive Read-Aloud Cards
Write About Reading

Have children write about details and events that show that Turbo and
Echo are important to the police officers.
T222 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Comprehension
ENGLISH LANGUAGE
vie LEARNERS
Re w
5
Mins
Character, Setting, Events Use Visuals Have children use
the illustrations on pages 57–59
to help them describe what Jake
Remind children that this week and last week, they have been and Cal are doing and how these
learning how to use illustrations and text to identify details about two characters feel. Ask children to
the characters, setting, and events in a story. Use the Shared Read, describe how Jake and Cal look in
“Finding Cal,” to review the skill. the pictures.
1 Explain Review the definitions of the terms character, setting,

and events.
‡ A character is a person or animal in a story.
‡ The setting of a story tells when or where a story takes place.
‡ The events are what happens in a story.
2 Model Display pages 54 and 55 of “Finding Cal.” As I look at and
read the text on page 55, I see details about the characters, setting,
and events. On September 25th, Dad tells Jake that he can get a small
dog or a medium-sized dog. Jake is excited.
3 Guided Practice Reread pages 56–59 of “Finding Cal” with
children. Pause as you read to model asking questions about
what the characters are doing and why they are doing it. Prompt
children to identify and describe the characters, settings, and
events.
‡ Help children to see that on pages 56 and 57, it is
September 26th and that Jake and Dad are at the shelter
with Cal. As page 58 begins, they are taking Cal home. In the
middle of page 58, the setting switches to home, two weeks
later. Ask: How do you know that it has been two weeks since
Jake got Cal?
‡ Prompt children to describe how the characters feel about
events. Ask: Does Cal like being taken into the fenced yard? How
do you know? On page 57, how do Jake and Cal feel about each
other? How do you know?
‡ Encourage children to think of other questions they have about
the characters and events in the story and to reread the story
to help them answer those questions.

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards e, o,

u, sl, dr, sk, sp, st, tr, pr, pl, a, i, c, d,
f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound. For fluency
in connected text, see the Decodable
Reader lesson in Small Group.
5
Mins
Phonemic Awareness
Know and apply
Digital
grade-level phonics
skills in decoding marker in each box as I say each sound. Then I will blend the sounds to
words. RF.2.3
form a word. Place a marker for each sound you say. /s/ /p/ /i/ /n/. This
Demonstrate word has four sounds. /s/ /p/ /i/ /n/. Listen as I blend these sounds to
command of the
form a word: /ssspiiinnn/, spin. The word is spin.
conventions of
Phonemic
standard English 2 Guided Practice/Practice Let’s do some together. Using your own Awareness
capitalization,
punctuation, and
spelling when a time. Then we will blend the sounds to say the word. Do the first three
writing. L.2.2 with children.
c a t
Generalize learned class spill clap
spelling patterns
when writing words plant slam flap Phonics
(e.g., cage ‡ badge; trap slip brag
Read with sufficient I the jar.
Phonics
accuracy and fill fills filling
fluency to support 5
Mins
comprehension. Structural
RF.2.4 Analysis
Blend phonemes to
form new words. 1 Model Display the Word-Building Cards s, t, e, p. Review two-letter er ir or ur
her
blends using the word step. Model how to blend the sounds. Say:
ACADEMIC Let’s blend this word together: /s/ /t/ /e/ /p/. This is the letter s. It stands girl curb her word
LANGUAGE for the sound /s/. This is the letter t. It stands for the sound /t/. This is the Spelling Word
blend, syllable letter e. It stands for /e/. This is the letter p. It stands for /p/. Let’s blend Sort
the sounds together: /sssstep/. The word is step.
Continue by modeling the words grass, trip, crack, stop, and clap.
2 Guided Practice/Practice Repeat the routine with slip, mask, plan,
milk, belt, crab, spell, stem, trick, blob.
T224 UNIT 1 WEEK 3

DAY 3 • WEEK 3

5
Mins
Structural Analysis grass
mask
trips
clap
crack
plans
still
milk
west
belt
Closed Syllables A. Word Sort

Look at the spelling words in the box. Fill in the blanks below
with spelling words that match each two-letter blend.
1 Model Say and write the word basket. Divide the word syllable by gr
grass
cr
crack
cl
clap
1. 5. 8.
syllable. Point out the two syllables. Say: Listen to the two syllables tr sk lk
in this word: /bas/ /ket/. Clap the syllables as you say them. 2. trips 6. mask 9. milk
st pl lt
‡ Say: The word basket has two syllables or word parts. Each 3. still 7. plans 10. belt
syllable in a word must have one vowel sound. Watch as I circle the west

4.
vowels in this word. (Circle the vowels a and e in the syllables.) B. Find the Pattern
Read each group of words. Circle the word that does not fit
Remember that these syllables are closed. A closed syllable ends in the pattern.
a consonant and usually has a short vowel sound. 11. grass, plans, grip 12. mask, risk, milk
13. belt, west, list 14. trips, still, track
2 Practice/Apply Help children blend the words rabbit, pumpkin, 15. belt, tilt, clap
blanket, plastic, tablet, cabin, and insect. Have children clap out the
syllables in each word.
5
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Spelling
Two-Letter Blends
1 Model Make index cards for gr-, tr-, cr-, st-, sk-, pl-, cl-, -lk, and -lt
and place them in columns in a pocket chart. Say each letter and
pronounce each sound. Blend the sounds: /gr/, /tr/, /kr/, /st/, /sk/,
/pl/, /kl/, /lk/, /lt/. Have children chorally spell each blend. Monitor and
Ask children to place each Spelling Word Card in the column with Differentiate
the same blend.
When completed, have children chorally read the words in each
column. Then call out a word. Select a child to find the word card Quick Check
Q
and display it as the class chorally spells the word.
2 Guided Practice/Practice Have children practice spelling each two-letter blends?
word.
Display the words fog, tub, by, he, and, she in a separate column.
Read and spell the words together with children. Point out that
these spelling words do not contain any consonant blends.
Conclude by asking children to orally generate additional words If No Approaching Reteach pp. T250-T255
with the two-letter blends. Write the additional words on the ELL Develop pp. T266-T273
board. Underline the common spelling patterns in the additional
words and point out any unusual spellings.
WORD WORK T225

WHOLE GROUP
DAY 3
Fluency
5
Mins
Intonation
OBJECTIVES 1 Explain Explain that part of reading with intonation is changing the Go
Determine or tone of your voice. Stressing important words or phrases will help Digital
clarify the meaning children to express the meaning of what they are reading. By reading
of unknown and a word or phrase more slowly, they can show it is important. By
multiple-meaning
reading more loudly, children can show excitement.
as a bee’s?
based on grade 2 2 Model Model prosody by reading page 55 of the Shared Read two, three!
choosing flexibly
aloud. Model reading the third sentence more loudly to show the two, three!
from an array of excitement of the sentence (“He said I could get a dog!”) Model Fluency
strategies. L.2.4 grouping words together in phrases. Point out how you pause for
Use sentence-level punctuation at the end of each sentence. peered
the meaning of a 3 Guided Practice Have children read the text on page 55 aloud to a
word or phrase. partner. Make sure they pay attention to using the proper intonation.
L.2.4a COLLABORATE Offer corrective feedback as necessary. Visual
Read with sufficient Vocabulary
accuracy and Cards
fluency to support
Fluency Practice
comprehension. Children can practice fluency using the Practice Book passages.
RF.2.4
Read on-level text
with purpose and
understanding.
RF.2.4a
Read on-level text
appropriate rate,
and expression on
RF.2.4b
• Use vocabulary
words in context.
T226 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Vocabulary
5
Mins
week’s and last week’s vocabulary words. Work together with
children to generate a new context sentence for each word.
Week 2 words include: plead, share, fair, invited, aside, scurries,
culture, language.
Week 3 words include: decide, trade, stares, glance, proper, different,
friendship, relationship.
sentence stem orally using this week’s and last week’s vocabulary
words.
1. Brett cannot what to eat for lunch. (decide)
2. Would you like to your apple for my orange? (trade)
3. Kai’s cat at the fish tank all day. (stares)
4. I at the clock to see what time it is. (glance)
5. I taught my little brother the way to tie his shoe. (proper)
6. The trees look without their leaves. (different)
7. My little sister likes to beg and until she gets her way. (plead)
8. Glory likes to her cookies with the rest of the class. (share)
9. Raymond was to the party. (invited)
10. The little crab back into the ocean. (scurries)
11. It is not that she has to go with me to the party. (fair)
12. The dog pushed its toy to get to his bone. (aside)
13. My dog and I are close and have a great . (relationship)
14. The you and I have is very special. (friendship)
15. My best friend is from a different than my own. (culture)
16. I want to learn how to speak a different . (language)
WHOLE GROUP
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Genre: Literature
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5
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Fiction
1 Explain
Go
Share with children the following key characteristics of fiction.
Digital
‡ Fiction has made up characters and events. Sometimes the
characters might be animals.
Reading/Writing
Workshop ‡ Fiction has a beginning, a middle, and an end.
OBJECTIVES 2 Model Close Reading

Present the
Describe the overall Model identifying the genre of “Finding Cal.” I can tell that this story is Lesson
structure of a story, fiction. The characters are made up and so are the events. The story has
including describing
how the beginning a beginning, a middle, and an end.
introduces the story Story Structure Point out that page 55 is the beginning of the
and the ending story. Explain that in the beginning of most stories, readers find
concludes the action.
RL.2.5 out where the story is set and who the main characters are. In the
middle of the story, the character often has a problem to solve. The
Recognize the end tells if and how the problem is solved.
features of fiction.
ACADEMIC Have children work with partners to tell what happens in the middle
LANGUAGE and end of the story. Then have them share their ideas with the rest
fiction, story structure,
beginning, middle, end of the class.
T228 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Fiction
The story “Finding Cal” is Fiction. Fiction:
• has made up characters and events. ONLEVEL PRACTICE BOOK p. 28
• has a beginning, middle, and end.
The Perfect Reading Partner
Reading was not easy for Lizzie.
Find Text Evidence One day, her cat Gumbo jumped
in her lap while she was reading.
I can use what I read to tell that “Finding Cal” Lizzie read aloud to Gumbo.
is fiction. The story has a beginning, middle, She did not make one mistake.
Gumbo was a great listener!
and end.
page 55 1. How can you tell that this text is fiction?
Story Structure It is a made-up story about Lizzie and her cat. It has a beginning,
September 25
In the beginning of the middle, and end.
Dear Diary,
story, I read that a family 2. What happens at the beginning of the story?
decides to adopt a dog. Lizzie’s cat jumps on her lap.
py g
or medium-sized dog. We will go to the 3. What happens in the middle?
Lizzie reads aloud to her cat.
Medium
Dog
4. What happens at the end?
p
Small D Lizzie reads without making a mistake.
og
L ABOR ATE
CO L
Your Turn
55
p. 28 p. 28 p. 28
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happen in the middle and

end of the story.
62
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Differentiate
Quick Check
Q
beginning, middle, and end of
A C T Access Complex Text “Finding Cal”? Can they describe
the characters and events in each
Genre part of the story?
Children may have an incomplete understanding of a story

because they fail to pay attention to illustrations or have difficulty
connecting those illustrations with the text. Small Group Instruction
‡ On pages 58 and 59 what information do the pictures give you?
(Page 58 shows two of Cal’s tricks. Page 59 shows Cal sleeping If No Approaching Reteach pp. T248-T249
on Jake’s bed.) ELL Develop pp. T266-T269
‡ What information do the pictures give that is not given in the text?
(They show Cal begging and sleeping on Jake’s bed.) Beyond Level Extend pp. T262-T263
GENRE T229
WHOLE GROUP
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Vocabulary Strategy
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5
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Context Clues
1 Explain
Go
Digital
unknown word by looking at sentence clues.
‡ To find sentence clues, children can look for other nearby words
Reading/Writing and phrases that provide a further description of the word or
Workshop
help them understand the overall meaning of the sentence.
OBJECTIVES
Children can use these clues to try to determine the word’s
meaning. Present the
Determine or Lesson
clarify the meaning ‡ Children can also look for words, separated by commas, that are
of unknown and near the unfamiliar word. These words may define or restate the
multiple-meaning
words and phrases
unfamiliar word.
based on grade 2
reading and content, 2 Model Close Reading
choosing flexibly
from an array of Model using sentence clues to figure out the meaning of nervous on
strategies. L.2.4 page 58.
Use sentence-level
context as a clue to 3 Guided Practice of Close Reading
the meaning of a
word or phrase. Have children work in pairs to figure out the meanings of connection
L.2.4a and leash in “Finding Cal.” Encourage partners to reread the text
and use sentence clues to help them figure out the meanings. Point
ACADEMIC out that children could look at the illustration of Jake and Cal on
LANGUAGE page 57 to figure out the meaning of leash.
• context clues
• Cognates: contexto
definiciones
SKILLS TRACE
Context Clues:
Sentence Clues

REVIEW Unit 1 Week 4; Unit
4 Week 2; Unit 5 Week 4;
Unit 6 Week 1
ASSESS Units 1, 4, 6
T230 UNIT 1 WEEK 3

DAY 3 • WEEK 3
Context Clues
To understand the meaning of a word you
do not know, look at the other words in the
sentence for clues.
Find Text Evidence ONLEVEL PRACTICE BOOK p. 29
I’m not sure what the word “nervous” means. Look at this example of context clues. The underlined words
explain what polite
e means.
The words “make him feel better” make me think
He was polite because he knew g
good manners were
Cal was not relaxed. I think “nervous” means important
p .
not relaxed.
Read each sentence. Then circle the meaning of the word in
bold print that makes sense. Underline the context clues.
1. “A snake will eat my bird,” shrieked Kim loudly.
Cal was nervous so yelled whispered
2. Jeff was stumped by his pet problem and didn’t know how to
I tried to make him solve it.
feel better. happy confused
3. He wanted a pet that was different and unique.
the same not like others
4. What kind of pet wouldn’t disturb or upset the others?

L ABOR ATE
CO L bother enjoy
Your Turn 5. He was so thrilled to have a pet of his own that he shouted for
joy.
Use context clues to figure out the angry excited
meanings of other words in “Finding Cal.”

connection, page 58 APPROACHING BEYOND ELL
Marcin Piwowarski
leash, page 57 p. 29 p. 29 p. 29
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Monitor and
Differentiate

Quick Check
Q
SCAFFOLD
Are children able to use context
Beginning Intermediate Advanced clues to determine the meanings
Point out the words Point out the words Point out the words of connection and leash?
connection (page 58) and connection and leash connection and leash and
leash (page 57). Define and define the words ask children to define
the words for children. for children. Have them them and give examples.
Help them replace the work with partners Have them find context
words with words they to find context clues clues and replace the
know. Gesture and that could help them words with words they
use sample sentences understand the words. know. If No Approaching Reteach pp. T248-T457
to demonstrate the Elicit from children how ELL Develop pp. T270-T271
meanings. Model these context clues
correct pronunciation as could help them find the
needed. word meanings. Beyond Level Extend pp. T264-T265

WHOLE GROUP
DAY 3
Genre • Fiction
G i i
NOT NORMAN
A Goldfish Story
By Kelly Bennett
Illustrated by Noah Z. Jones
NOT NORMAN. Text copyright © 2005 by Kelly Bennett. Illustrations copyright © 2005 by Noah Z. Jones. Reproduced by permission of the publisher, Candlewick Press,
Essential Question
Somerville, MA on behalf of Walker Books, London.

How can a pet be an
important friend?
Read about a boy who has
a special pet fish.
Go Digital!
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: How can a pet
Anthology be an important friend? As children read, they
Literature Anthology Review Genre: Fiction Review should think about how a pet can be a special
with children the key characteristics friend.
of fiction. Story Words Read and spell the word goldfish.
‡ Fiction includes made up characters and events. Tell children that a goldfish is a small fish that is
usually orange in color. It is usually kept as a pet.
‡ Fiction has a beginning, a middle, and an end.
Tell children that they will read about a goldfish
Preview and Predict Read the title and look at named Norman in this selection.
the illustration on page 62. Ask: What event do you
think this family is celebrating? How do you know?
What do you think the boy received for his birthday?
(the goldfish) Let’s find out more about this pet.
T231A UNIT 1 WEEK 3

DAY 3 • WEEK 3
When I got Norman, I didn’t want to keep I wanted a pet who could run and catch.
1 him. I wanted a different kind of pet. Or one who could climb trees and chase strings.
A soft, furry pet to sleep on my bed at night.
Not Norman.
Not Norman.
All Norman does is swim around and around

and around and around and around and
around and around and around. . . .
2
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1 Strategy: Ask and Answer Questions

Teacher Think Aloud I read that the boy wanted What Makes This Text Complex?
a different kind of pet. What kind of pet did the boy
want? If I look at the illustration, I see other pets. A Genre Children may need help
boy and a dog are playing catch. A girl and a cat are understanding the features of fiction.
relaxing. I think those are the kinds of pets the boy Guide children to understand that the
wanted—a pet with which he could play and relax. tone of the story is humorous.
I think that’s the answer to my question.
2 Skill: Character, Setting, Events

What characters have we met so far? Where is
the setting? What is the first thing that happens?
Use the illustrations. Write the answers to these
questions in your Character, Setting, Events Chart.

WHOLE GROUP
DAY 3
“This is it, Norman,” I decide. “I’m trading When I drop Norman into his nice, clean bowl,
you for a good pet.” Norman doesn’t move. he starts dipping and flipping, flapping his fins
Not even a fin twitches. around. He looks so goofy I have to laugh.
3
“Don’t think that just because you made me

laugh, I’m going to keep you,” I tell him.
“Tomorrow, you’re outta here.”
How can I trade him like this? No one
will want a sorry-looking fish in a gunky bowl.
4 Norman blows a stream of bubbles.
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3 Strategy: Ask and Answer Questions 4 Author’s Craft: Word Choice

Remember, when you read, you can ask questions Why do you think the author used expressions
to help you think about parts of the story that you COLLABORATE such as “sorry-looking fish” and “gunky bowl”?
may have missed or that you don’t understand. Turn to a partner and discuss what such
As you read these pages, think about the answer expressions mean and why the author used them.
to the question you asked earlier: What kind of (The author uses these expressions to make it
pet do you think the boy wanted? On page 64, sound like a child is telling the story. The author
the boy says that he wanted a good pet. What might also use them because they are funny.)
does the boy want to do with Norman?
(He wants to trade him for a better pet.)
T231C UNIT 1 WEEK 3

DAY 3 • WEEK 3
The next day, I take Norman to school with me.

If I talk him up real good during Show-and-Tell,
maybe someone will want him.
On the way there, we see my friend Austin. Austin

has a real cool dog—and seven puppies. “Wanna
swap one of your pups for Norman?” I ask. “Who’s
Norman?” asks Austin. “My goldfish,” I say.
By the time I rescue Norman, half his water is g

gone!
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5 Reread
Teacher Think Aloud After reading page 67, Genre Point out that the tone of the story
I realize that I don’t understand why the boy has is humorous or funny. Work with children
to rescue Norman. I will reread this page and to find examples of humor in the pages
look at the illustrations to find the answer. Now I read so far, including examples of funny
understand. Austin has a dog and many puppies. language. Display page 67 and help children
I think the boy had to rescue Norman from all understand that since this is a humorous
those animals! They must have tried to drink story, Norman isn’t really in danger from
Norman’s water! the puppies. Remind children to keep the
author’s purpose in mind to help them
6 Skill: Character, Setting, Events understand story events and characters.
Turn to a partner and discuss what happens on
COLLABORATE pages 66 and 67. What do the illustrations tell you
that the text does not?

WHOLE GROUP
DAY 3
“I’m sorry,” I tell Norman when we get to 8
school. “I’m really y He just stares at me
y sorry.”
all googly-eyed.
7
Finally it’s my turn to Show-and-Tell. Just as

I start to talk about goldfish, Emily shouts,
“Jenny’s gone! Who let my snake loose?”
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7 Strategy: Ask and Answer Questions 8 Maintain Skill: Character, Setting,

Teacher Think Aloud A lot has happened to the and Events
boy and his pet fish so far. What question can you Look at page 69. What information does the
ask about what happens on pages 68 and 69? picture give you that is not on page 68? How
does the picture help you understand what is
Student Think Aloud On page 68, I wonder going on in the classroom? (Possible answer: The
why the boy apologizes to Norman. Did the boy boy has made a sign that says Norman is “one
do something wrong? I’ll reread and look at the amazing fish!” When the boy is talking, at least
illustrations to find the answer. Now I understand. one child stops paying attention because the
The boy is saying he is sorry because the dogs snake is loose.)
drank Norman’s water when he was not watching.
This is the answer to my question.
T231E UNIT 1 WEEK 3

DAY 3 • WEEK 3
9
Does anyone hear the story of how I got Norman?
Does anyone even ask to hold his bowl? No. They’re
all jumping and screaming and chasing the snake.
Not Norman. He’s looking right at me.
“Thanks for listening,” I tell him.
STOP AND CHECK
Ask and Answer Questions Why doesn’t anyone

listen to the boy telling his stories about Norman?
Go back to the text to find the answer.
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9 Skill: Character, Setting, Events Character Setting Events

Turn to a partner and discuss why the boy brings The Boy’s The Boy’s Home The boy’s
COLLABORATE Norman to school and what happens there. Add Parents, The parents give the
Boy, Norman boy a pet fish.
this information and other information to your
graphic organizer. The Boy, School The boy takes
Norman, Norman to
STOP AND CHECK classmates school for
teacher Show-and-Tell.
Ask and Answer Questions Why doesn’t A snake gets
anyone listen to the boy telling his stories about loose.
Norman? Go back to the text to find the answer.

(Nobody listens to the boy’s story. I ask myself,
Why isn’t anyone listening to him? They are not
listening because Jenny’s pet snake got loose.
Everyone is chasing the snake.)

WHOLE GROUP
DAY 3
That afternoon, we go to my music lesson. As soon
as it’s over, I’m taking Norman back to the pet store.
I take out my tuba and begin to play.
B o m bo m Maestro makes me stay for extra practice.

bo
m By the time my lesson is over, it’s too late
11 to go to the pet store. “Don’t think that
ba
aa
a just because you like my music, I’m going

Ba
ba ba boooo B to keep you,” I tell Norman.
o bo
be
e ee
. He glugs.
I glance over at Norman. He’s swaying back and forth. 10

Glu glu glu glug, he mouths.
“Look! Norman’s singing,” I say. “Pay attention!”

snaps Maestro. “And try to play the proper notes.”
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10 Context Clues 11 Strategy: Ask and Answer Questions

If you didn’t know the meaning of the word Create a question of your own and share it with a
swaying, you could look for other words in the partner. For example, you might ask, “Why does
sentence that might give you a clue. Look at other the Maestro make the boy stay for extra practice?”
words in the sentence on page 72: “He’s swaying To find the answer, you can reread page 72.
back and forth.” What does this sentence tell you (The boy thinks he sees Norman swaying and
about the meaning of swaying? (The words back singing. The Maestro thinks the boy is not paying
and forth tell how Norman is moving. I think that attention to what he is playing.)
swaying means moving from side to side. That
makes sense in the sentence.)
T231G UNIT 1 WEEK 3

DAY 3 • WEEK 3
12
That night I’m sound asleep when . . . SCREECH, He isn’t scared. He isn’t swimming around in circles
SCRITCH! What’s that noise? either. He glugs and gives me a little wave.
SCRATCH SCRITCH SCREEEECH! Yikes, there’s I’m not alone.

something at the window!
Together, Norman and I slide open the curtains.
Then, out of the corner of my eye, I spot . . . It was just a broken tree branch.
Norman!
“Thanks for watching out for me, Norman.”
STOP AND CHECK
Visualize How does Norman help

the boy not feel alone? Use the
Visualize strategy to help you.
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12 Skill: Character, Setting, Events Character Setting Events

Where are the boy and Norman on pages 74 and The Boy’s The Boy’s The boy’s parents give
COLLABORATE 75? What happens there? Add this information to Parents Home the boy a pet fish.
your graphic organizer. The Boy The boy doesn’t want
to keep Norman.
Norman
STOP AND CHECK
The Boy School The boy takes
Visualize How does Norman help the boy not Norman to school for
Norman
Show-and-Tell.
feel alone? Use the Visualize strategy to help you. classmates and
(Norman is there and isn’t scared. The text says A snake gets loose.
teacher
that Norman glugs and gives the boy a wave. I
picture him smiling at the boy. I think this helps The Boy The Boy’s The boy hears a noise.
the boy feel that Norman is watching out for him.) Norman
Bedroom
Norman makes the
boy less afraid.

WHOLE GROUP
DAY 3
On Saturday, I take Norman to the pet store, When I got Norman, I wasn’t sure I wanted to
just like I said I would. I look at the cats keep him. But now, even if I could pick any pet
and dogs and snakes and birds. I look at the in the whole world, I wouldn’t trade him.
hamsters and mice and lizards, too.
Not Norman.
They all look like good pets, but they are . . .
Not Norman.
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Skill: Character, Setting, Events Character Setting Events

Where are the boy and Norman on page 76? What The Boy The Boy’s The boy hears a noise.
happens there? Now look at page 77. What event Bedroom
Norman Norman makes the
is happening on this page? Add the information boy less afraid.
to your graphic organizer. The Boy Pet Store The boy sees
different pets at
Norman
Return to Predictions and Purposes the pet store, but
realizes they’re not
Review children’s predictions. Ask children if their Norman.
predictions about the selection were correct. The Boy The Boy’s The boy decides
Guide them to use evidence in the text to confirm Norman
Home he wouldn’t trade
whether or not their predictions turned out to be Norman for any
other pet.
accurate. Discuss what children learn about pet
friends by reading the selection. Did children learn
what they wanted to by reading the selection?
T231I UNIT 1 WEEK 3

DAY 3 • WEEK 3
About the Author

and Illustrator
KELLY BENNETT wrote Not
Norman because of her own pet
goldfish. “I write what I know
about—friendship, pets, family
life,” says Kelly, “but I also write
about things I want to know about.” She
gets ideas from adventures with her family.
NOAH Z. JONES currently lives

in sunny Los Angeles, California,
with his family. He has
illustrated many books. Now he
is working on a cartoon series.
Author’s Purpose
Kelly uses words such as bom bom bom
baaaa. These words sound like a tuba.
(t) Photograph by Melboune (b) Courtesy of Candlewick Press
Using words that sound like the object or

action they refer to is called onomatopoeia.
What other sound words does Kelly use to
tell the story?
78
LITERATURE ANTHOLOGY, p. 78
078_079_CR14_SA_2_U1W3_AICC_118792.indd 78 12/13/11 8:11 AM
Meet the Author

Kelly Bennett AUTHOR’S CRAFT
Read aloud page 78 with children. Ask them Repetition
where Kelly Bennett gets ideas for her writing.
Why do you think she wrote about a goldfish? What Explain that authors may repeat words that
other things do you think she might write about? are important or that they want readers to
notice in a story.
Author’s Purpose ‡ Discuss what the repeated words Not
Norman help the reader understand
Have children write a sound word that a pet about the boy’s feelings at the beginning
might make in their Response Journals. Use the of the story.
sentence starter: I like the sound that a ‡ Have children find the repeated words at
makes. (Possible answer: I like the sound meow the end of the story (pages 76–77) Discuss
that a cat makes.) how the meaning of the repeated words
has changed, and what the author’s use of
repetition adds to the story.

WHOLE GROUP
DAY 3
Respond to Reading
SUMMARIZE
Use important details to summarize how
a goldfish becomes the best pet in the
world. Information from your Character,
Setting, and Events chart may help you.
TEXT EVIDENCE
1. How do you know Not Norman is
fiction? GENRE
2. How does the boy feel about the noises he hears
in his room? Use details from the illustrations to support
your answer. CHARACTER, SETTING, EVENTS: USE ILLUSTRATIONS
3. What is the meaning of the word twitches on page 64
of the story? Use sentence clues to help you.
SENTENCE CLUES
4. Write about the events that help the boy decide to

keep Norman. Use the illustrations to help you.
WRITE ABOUT READING
Make Connections
How can a pet fish be an important friend?
ESSENTIAL QUESTION
Think about what you learned in this

story. How can a pet be a good friend?
TEXT TO WORLD
79
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Respond to Reading
Explain why the details and events are
Summarize ‡
important. For example, does the boy like

Guide children through the steps to summarize. Norman? Does the boy want to take Norman
‡ First, identify the main characters. back? Tie these feelings to events in the story.
‡ Next, select important details and events from ‡ Use the events to state the summary.
the story.
T231K UNIT 1 WEEK 3

DAY 3 • WEEK 3
Text Evidence
questions on Literature Anthology p. 79. Model answering the ENGLISH LANGUAGE
question as needed. LEARNERS
1. Genre To answer this question, let’s look back at the story. The Retell Help children by looking
pictures on each page show made up characters. The people are at each page of the selection and
asking a prompt, such as: What is
not real people. The story also has a beginning, a middle, and an happening here? How does the boy
end. All these are clues that “Not Norman” is fiction. feel about Norman now? Use the
2. Character, Setting, Events: Use Illustrations To answer this illustrations to point out the boy’s
feelings—and Norman’s actions.
question, look at both the text and the illustrations. The author uses Provide sentence starters to help
the sound words SCREECH, SCRITCH! to help the reader understand children retell the selection, such
that the noises were loud enough to wake the boy. He looks only as: Now the boy because
from the corner of his eye, which explains that the boy is scared. In Norman did .
the picture on page 74, the boy has the covers pulled up high. His
eyes are opened wide in fear.
3. Sentence Clues: I reread the sentence and see that not even a
fin twitches. I know a fin is a part of a fish. The sentence before says
that Norman didn’t move. I think twitches means “to move.”
4. Write About Reading This question asks about the events that
help the boy decide to keep Norman. On page 68, the boy is very
concerned about Norman’s water. He apologizes to the fish. On
page 71, Norman is the only one who listens to the boy. The rest
of the children are looking for the lost snake. On page 72, the boy
notices that Norman is moving to the music. Then on pages 74–75,
Norman waves to the boy and reassures him that everything is OK.
Make Connections
ESSENTIAL QUESTION
COLLABORATE Have partners list ways that a pet fish can be an important friend. Tell
children to give examples from the story of what Norman did to be a
friend. Then discuss the examples as a class.
Text-to-World Have children discuss the ways that a pet can be an
important friend. For example, pet friends are good listeners. They like
to play. They make me feel better when I am sad or scared.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
OBJECTIVES Discuss Precise Words Go
Write narratives
Review Invite children to recall that writers use precise words to create
Digital
in which they
recount a well- a clear picture in readers’ minds.
elaborated event
or short sequence
of events, include Day 2. Encourage the class to point out precise words they hear in the
details to describe volunteer’s writing. Invite the volunteer to point out his or her favorite
actions, thoughts, precise word and tell why he or she chose it.
and feelings, use Present the
temporal words to Lesson
signal event order,
and provide a sense WRITING ENTRY: PRECISE WORDS
W
of closure. W.2.3
1 Prewrite Ask children to choose a new topic for writing by
Demonstrate
searching their Writer’s Notebook for ideas for a narrative text.
command of the
conventions of Or, provide a prompt such as the following one:
Writing
standard English Write a story about how a pet and its owner became important
capitalization, to one another. Use precise words to tell your story.
punctuation, and Point of
2 Draft Once children have chosen their topics, ask them to

Character Setting View
spelling when
writing. L.2.2 use a word web to generate precise words that describe the
Use commas in characters in their narrative. Have children refer to their webs as
greetings and they write their drafts. Graphic
closings of letters. Organizer
L.2.2b
ACADEMIC I see a fish.

LANGUAGE
precise words,
narrative, subjects, Grammar
greeting, closing
T232 UNIT 1 WEEK 3

DAY 3 • WEEK 3
5
Mins
LEARNERS
Subjects Subjects Display the following
sentences and pictures that
Review Remind children that the subject of a sentence is who or illustrate them.
what the sentence is about. A group of words without a subject is not Sara found two cats.
a complete sentence. Also, words in a sentence must be in an order She is very happy.
that makes sense.
Review with children that the
Practice Display the sample sentences. Invite partners to identify subject of a sentence is who
which one is the complete sentence. Then have children correct the or what the sentence is about.
remaining sentences by adding a missing subject or by putting the Read the first sentence aloud
as students follow along. Ask:
words in order. Who found two cats? (Sara) Have
Is a good friend. (Possible response: Cal) students identify Sara as the
subject of the sentence. Follow the
We have a lot of fun. (Correct) same procedure for the second
Dogs great are. (Dogs are great.) sentence.

Review Ask children what punctuation mark comes at the end of the
greeting and closing of a letter. (comma) Remind children that the
greetings and closings of letters begin with a capital letter.
Practice Have children rewrite the following letter with correct
punctuation:
dear Reggie (Dear Reggie,)
I like your new dog. Can I come over to play with him?
your friend (Your friend,)
Will
Talk About It
Play Charades Have small groups each write three
COLLABORATE sentences with three different subjects. Children from one
group will take turns selecting a sentence and acting it out

while the other group guesses the subject of the sentence. Daily Wrap Up
each skill.
LANGUAGE ARTS T233

DAY 4 a b c
Word-Building
behavior
behavior
boy
Word Cards
behavior
behavior
belt

Cards
Extend the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Participate in Remind children that this week they have been learning and reading Digital
collaborative about how pets can be our friends. Guide children to discuss the
conversations about question using information from what they have read and discussed
grade 2 topics and
throughout the week.
adults in small and Use the Define/Example/Ask routine to review the oral vocabulary
larger groups. apologized, gazed, partner, rummaged, and scent. Encourage children to
SL.2.1
discuss pet friends when coming up with examples for each word. Then Phonemic
Know and apply Awareness
have children review last week’s words confusing, colorful, overflowing,
grade-level phonics
tasty, and noticed using the Define/Example/Ask routine.
and word analysis
skills in decoding m a
words. RF.2.3
n t p
Phonics
I the jar.
fill fills filling
Structural
Analysis
T234 UNIT 1 WEEK 3

DAY 4 • WEEK 3
Word Work
Quick Review
Phonemic Awareness
5
Mins
Display the Word-Building Cards: e,
o, u, sl, dr, sk, sp, st, tr, pr, pl, a, i, c,
d, f, g, h, j, k, ck, m, n, p, q, r, w, x.
Phoneme Substitution Have children say each sound. Repeat
and vary the pace. For fluency in
1 Model We are going to replace the beginning sounds in a word with connected text, see the Decodable
another set of sounds. Use the Word-Building Cards to build the Reader lesson in Small Group.
word slim. Let’s say this slowly: /s/ /l/ /i/ /m/, slim. Replace the letters
sl with tr. Now let’s say the new word: /t/ /r/ /i/ /m/, trim.
2 Guided Practice/Practice Have children substitute the
beginning sounds in words. Do the first two with children.
slip/trip milk/silk slick/prick grab/crab clam/slam
5
Mins
Phonics
Build Words with Two-Letter Blends
Review Distribute the Word-Building Cards. Remind children that
when some consonants come together in a word, their sounds are
blended together. Place the letters s-l-i-p. Let’s blend the sounds together
and read the word: /slip/. Now change the sl to gr. Blend the sounds and
read the word.
Continue with trip, trap, track, black, crack; milk, mist, must, trust, truck
Monitor and
Differentiate
5
Mins
Structural Analysis Quick Check
Q
Closed Syllables words with two-letter blends?
1 Review Write the word picnic on the board. Have children clap
out the number of syllables in the word: /pik/ /nik/. Remind
children that a closed syllable ends in a consonant and has a Small Group Instruction
short vowel sound. Repeat the word picnic, emphasizing the two
syllables and pointing out that these syllables are closed. If No Approaching Reteach pp. T250-T255
2 Practice Write the following words on the board and read them
with children: until, ticket, kitten, plastic, traffic, tennis, pumpkin, and If Yes On Level Review pp. T260-T261
napkin. Have children work in pairs to clap out the syllables. Have Beyond Level Extend pp. T264-T265
them identify the closed syllables in each word.

WHOLE GROUP
Quick Review

frequency words: boy, by, girl, he,
here, she, small, want, were, what.
5
Mins
Spelling
OBJECTIVES Word Sort with Two-Letter Blends Go
Know and apply
Review Provide children with copies of the Spelling Word Cards. While
Digital
grade-level phonics
and word analysis one child reads the words one at a time, the other partner should
skills in decoding orally segment the word and then write it. After reading all the words,
words. RF.2.3
partners should switch roles.
Recognize and read
Practice Have children correct their own papers. Then have children
grade-appropriate
irregularly spelled sort the words according to the two-letter blends they contain, such as
Spelling Word
words. RF.2.3f gr-, tr-, cr-, st-, sk-, cl-, pl-, -lk, and -lt. Cards
accuracy and
fluency to support
comprehension.
RF.2.4
5
Mins
High-Frequency Words they
how
together
eat
Read on-level text

with purpose and boy, by, girl, he, here, she, small, want, High-
Frequency
understanding.
RF.2.4a were, what Word Routine
Read on-level text Review Display this week’s High-Frequency Word cards: boy, by, girl, he,
Could you make a buzz as long
orally with accuracy, here, she, small, want, were, what. Have children Read/Write/Spell each as a bee’s?
two, three!
appropriate rate, word. One, two, three, I buzz and then,
and expression I could make a buzz for one,
two, three!
on successive ‡ Point to a word and call on a child to use it in a sentence.

readings. RF.2.4b Fluency
‡ Review last week’s words using the same procedure.
Use context to
confirm or self-
correct word
recognition and
understanding,
rereading as
necessary. RF.2.4c

two-letter blends.
T236 UNIT 1 WEEK 3

DAY 4 • WEEK 3
Fluency/Vocabulary
Strategy
5
Mins
Intonation
Review Remind children that part of reading with intonation is
changing the tone of your voice. Stressing important words or
phrases will help children to express the meaning of what they are
reading. By reading a word or phrase more slowly, they can show it is
important. By reading more loudly, children can show excitement.
voices at the end of questions. Make sure they pay attention to using
the proper intonation. Offer corrective feedback as needed.
Fluency Practice
Children can practice fluency using the Practice Book passages.
vie
Re w
5
Mins
1 Explain/Model Adding endings -ed,-ing, -s, or -es to a root word
changes the meaning of the word.
‡ When -ed is added to the end of a verb, it means that the action
Monitor and
took place in the past. When -ing is added to the end of a verb, Differentiate
it means that the action is happening right now.
‡ When -s or -es is added to the end of a noun, it means that the Quick Check
Q
noun names more than one.
Write and say walked. Have children repeat it. Model how to use Can children read fluently with
good intonation?
word parts to understand the meaning of walked.
2 Guided Practice Write the words stared, eyes, and looking. Have
children work in pairs to figure out the words’ meanings. Ask them
to explain what each word part means. Small Group Instruction

WHOLE GROUP
DAY 4 E REA
OS
CL
DIN
G
5
Mins
Compare Texts Go
Review with children that in “Not Norman,” the boy learns to like his pet Digital
goldfish. Explain that now they will read a poem about a girl who has a
special pet. Tell children that as they read, they should think about how
Genre • Poetry
My Puppy
the two children, the two pets, and the friendships in the selections are
Compare Texts
Read about a special friendsh
friendship
between a girl and her pet puppy.
pu
By Aileen Fisher
It’s funny
My puppy
Knows just how I feel.
When I’m happy,

He’s yappy
alike and different.

And squirms like an eel!
When I’m grumpy,

He’s slumpy
And stays at my heel.
It’s funny my puppy

Knows such a great deal.
From ALWAYS WONDERING by Aileen Fisher. Copyright © 1991 Aileen Fisher. Used by permission
of Marian Reiner on behalf of the Boulder Public Library Foundation, Inc. Art: Garry Parsons
Make Connections
How is this puppy an important friend?
ESSENTIAL QUESTION
OBJECTIVES
Tell about the other relationships
between pets and their owners you
read about this week. TEXT TO TEXT
80 81

080_081_CR14_SA_2_U1W3_PP_118792.indd 80 11/4/11
080_081_CR14_SA_2_U1W3_PP_118792.indd
2:49 PM 81 11/4/11 2:49 PM
Ask and answer My Puppy

such questions as What information does the picture give you about the girl’s relationship with
who, what, where,
her puppy? (Possible response: The girl enjoys playing ball with her puppy.)
when, why, and how
to demonstrate
understanding of key 2 Ask and Answer Questions
details in a text.
RL.2.1 How does the puppy behave when the girl is happy? (The puppy is
“yappy” and “squirms like an eel.”)
ACADEMIC
LANGUAGE 3 Ask and Answer Questions
rhyming poem, The girl says that her puppy knows a great deal. Why does she think that?
rhyming words,
(Possible response: The puppy’s mood seems to change when the girl’s
images
mood changes. So, the girl thinks that the puppy knows just how she feels.)
AUTHOR’S CRAFT
Rhyming Poems
Explain that some poems are rhyming poems. Discuss what a
rhyming poem is and the effects it has on listeners.
‡ A rhyming poem has lines that end with words that rhyme.
‡ Words that rhyme begin with different sounds but end with the
same sounds. Examples: funny, puppy; happy, yappy; grumpy, slumpy.
‡ Rhyming words make poems more fun and interesting to listen
to. They can also interact to create images in the poem.
‡ Have children identify other rhyming words in the poem. (feel,
eel; heel, deal)
T237A UNIT 1 WEEK 3

DAY 4 • WEEK 3
Genre • Poetry
Compare Texts
Read about a special friendship
friendsh
between a girl and her pet puppy.
pu
My Puppy
By Aileen Fisher
It’s funny
My puppy
Knows just how I feel.
When I’m happy,

He’s yappy
And squirms like an eel!
When I’m grumpy,

He’s slumpy
And stays at my heel.
It’s funny my puppy

Knows such a great deal.
From ALWAYS WONDERING by Aileen Fisher. Copyright © 1991 Aileen Fisher. Used by permission
of Marian Reiner on behalf of the Boulder Public Library Foundation, Inc. Art: Garry Parsons
Make Connections
How is this puppy an important friend?
ESSENTIAL QUESTION
Tell about the other relationships

between pets and their owners you
read about this week. TEXT TO TEXT
80 81

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080_081_CR14_SA_2_U1W3_PP_118792.indd
2:49 PM 81 11/4/11 2:49 PM
Make Connections
COLLABORATE relationships between pets and their owners in
“Not Norman” and My Puppy.
Specific Vocabulary
‡ Point out the words friendship and
relationships. Prompt children to use
the context sentences to help them
understand the words.

WHOLE GROUP
DAY 4
Language Arts
5
Mins
OBJECTIVES Revise Have children revise their drafts from Day 3 by adding precise Go
With guidance and words or replacing boring and overused words with more precise words. Digital
support from adults As children revise their drafts, hold teacher conferences with individual
children. You may also want to have partners conduct peer conferences.
writing as needed by Edit Model using proofreading marks to edit. Then have children use
revising and editing. proofreading marks to correct errors in their writing.
W.2.5
Invite children to review Grammar Handbook page 475 and check that
Demonstrate
command of the
each sentence has a subject. Writing
conventions of Encourage children to proofread for other errors, including
standard English capitalization, punctuation and spelling.
capitalization,
punctuation, and
spelling when
writing. L.2.2
Proofreader’s
Use commas in Teacher Conference Marks
greetings and Step 1: Talk about the strengths of the writing. This beginning makes me
closings of letters.
want to keep reading.
L.2.2b
Step 2: Focus on the target trait. This word is very precise and helps me I see a fish.
picture the topic.
ACADEMIC
LANGUAGE Step 3: Make concrete suggestions for revisions such as those below, Grammar
revise, precise words, and then meet again to review progress.
conference, peer
conference, subject,
greeting, closing Suggested Revisions
Focus on a Sentence Read the draft and target one sentence for
revision. Rewrite this sentence by adding a precise word to describe
_______.
specific suggestions. I would like to have a clearer idea of _______.
Add some precise words so that readers can better picture _______.
Focus on a Revision Strategy Underline a section of the writing and
ask children to use a specific revision strategy, such as substituting. I can
see you care about your topic, but this paragraph could express that better
if you replaced general words with clear and interesting words.
T238 UNIT 1 WEEK 3

DAY 4 • WEEK 3
Peer Conference
‡ What words create a picture in your mind?
‡ Where can the writing be more precise?
5
Mins
Grammar
Subjects
Review Review that the subject of a sentence is who or what the
sentence is about. A group of words without a subject is not a complete
sentence. Remind children to make sure that every sentence they write
has a subject, and that the subject agrees with the verb.
Display the following sentence on the board. Point out that the subject
is The friendly dog. Point out also that the sentence begins with a capital
letter and ends with a punctuation mark.
The friendly dog licks my hand.
Practice Have partners work together to write sentences about pets.
Have partners read the sentences aloud and check that each sentence
contains a subject, begins with a capital letter, and ends with a
punctuation mark.

Review Remind children that the greetings and closings of letters
begin with a capital letter and end with a comma.
Practice Display the following letter. Have children rewrite
the letter with correct captialization and punctuation.
dear Omar (Dear Omar,)
Can you take care of my cat next week?
your friend (Your friend,) Daily Wrap Up
Holly ‡ Review the Essential Question and
Talk About It the vocabulary words.
Silly Sentences Have children work in pairs. Have one partner ‡ Prompt children to discuss the skills
COLLABORATE write three sentences with the subject missing. Ask the they practiced and learned today.
other partner to complete the sentences with subjects. Have Guide them to share examples of how
partners read the sentences aloud and then switch roles. they used each skill.
LANGUAGE ARTS T239

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Pets Are Our Friends
OBJECTIVES
Participate in
Make a Poster
collaborative Explain that children will work with a partner to complete a short
conversations about COLLABORATE research project about an animal that can be a pet. They will then use
grade 2 topics and their research to make a poster that tells about the animal and why it
texts with peers and can be a good pet.
adults in small and
larger groups. SL.2.1
STEP 1 Choose a Topic
research and writing Guide partners to pick an animal that they have read about this week or
projects (e.g., read another kind of animal that can be a pet.
a number of books
on a single topic to STEP 2 Find Resources
produce a report;
record science Review how to locate and use resources. Discuss how to use the
observations). W.2.7 selections from the unit as sources. Remind children that they can find
more details about pets in reference materials and online.
knowledge. STEP 3 Keep Track of Ideas
• Research
information using Have children make an Accordion
technology. Foldable® to record ideas and facts
from sources. Model recording the
ACADEMIC names of the sources.
LANGUAGE
research project, topic,
resources
Take Turns Talking As children engage in partner, small group,
and whole group discussions, review with them to:
‡ wait for a person to finish before they speak.
‡ quietly raise their hand when they want to speak.
‡ ask others to share their ideas and opinions.
T240 UNIT 1 WEEK 3

DAY 4 • WEEK 3
STEP 4 Create the Project: Poster

Tell children that they can make a poster about their animal.
Explain the characteristics of a poster.
‡ Information The purpose of a poster is to give information.
In this project, the poster will give details about an animal
and why it can be a good pet.
‡ Image A poster has an engaging image related to the
message.
• A dog is gentle with children.
‡ Text A poster can have text that gives information about • A dog likes to play.
the image. • A dog is easy to care for.
Have partners create a poster about their animal. • A dog listens to what I say.
‡ Guide them to make a drawing or use photographs of
the animal.
‡ Prompt children to use precise words to describe this animal and why
it makes a good pet.

SCAFFOLD

sentence frames to help children on the most important details brainstorm lists of words that
identify the topic of their posters. about their animals. Ask: What is describe their animal and why it
For example: Our poster is about the best or most important thing is a good pet. Encourage them to
a(n) . A(n) is a good pet about the animal? What do you choose precise words to describe
because . want to tell people about why that the animal to make their posters
animal is a good pet? more interesting.

DAY 5 a b c
Word-Building
behavior
behavior
boy
Word Cards
Reading/Writing behavior
behavior
belt Dinah Zike’s Foldables
Workshop

Cards
Integrate Ideas
OBJECTIVES
Ask and answer
Text to Text
who, what, where, selections about pets. Tell them that now they will compare these texts.
when, why, and how Model comparing text using “Finding Cal,” Reading/Writing Workshop
to demonstrate pages 54–59, and Not Norman, Literature Anthology pages 60–77. Use
details in a text.
an Accordion Foldable® to record comparisons.
RL.2.1 Think Aloud “Finding Cal” and Not Norman are both about how pets
are friends to people. In “Finding Cal,” Cal walks to school with Jake.
• Develop answers
Cal also keeps Jake company when they are at home. In Not Norman,
to the essential
question. Norman listens to the boy. Norman also watches out for the boy.
• Make text Complete the Organizer Have children use an Accordian Foldable® to
connections to
COLLABORATE record comparisons. Guide children to discuss and write about the pets in
the world.
the selections and the ways in which these pets are important to people.
ACADEMIC Present Information Ask groups to
LANGUAGE present their information to the class.
similar, story structure,
Have children compare information
beginning, middle,
end, characters, given by different groups.
setting, events
Text to Self
Discuss Have children discuss their pets or pets that they know, and
how these pets are friends to people. Ask: How is that pet a good friend?
Text to World
Have children discuss what they have learned about friends this week.
Ask: Why is it important to have good friends? How do friends make life
better for each other?
T242 UNIT 1 WEEK 3

DAY 5 • WEEK 3
OBJECTIVES
Write an Analysis
structure of a story, Cite Evidence Using text evidence, children will analyze how the
including describing author of a story they have read this week used story structure.
how the beginning
Review events at the beginning, middle, and end of Not Norman. Guide
and the ending children to analyze text evidence by asking “how” and “why” questions
concludes the action. about the structure of the story.
RL.2.5
‡ What problem does the author set up at the beginning?
Recall information
from experiences or
‡ What is the boy’s first idea about how to solve the problem?
gather information ‡ In the middle of the story, how does the author let you know that the
from provided
boy might change his mind about Norman?
sources to answer a
question. W.2.8 ‡ At the beginning and the end, the author repeats the words “Not
Norman.” How does the meaning of the words change? Why do you
think the author repeats these words?
At the beginning of ________, ___________________.

In the middle of the story, ________________________. The author
includes these events to show that ___________.
At the end of the story, ___________. This made us understand _____.
Work with children to complete these sentence frames.

Have children select another fictional text they read this week and use
the sentence frames to write about how the author organized events.
how the evidence they cited in the text supports their ideas.
IENCE
SC
RESEARCH AND INQUIRY Pets Are Our Friends
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share the information about the pets that they
projects. W.2.7 researched and to point out the details in their posters. Prior to the
presentations, preview Presenting Checklist 1 and the Listening
Checklist with children.

WHOLE GROUP
Quick Review

o, u, sl, dr, sk, sp, st, tr, pr, pl, a, i, c,
Have children say each sound.
5
Mins
Phonemic Awareness
Know and apply
Review Guide children to blend phonemes to form words. Listen as I
Digital
grade-level phonics
and word analysis say a group of sounds. Then blends those sounds to form a word.
skills in decoding
/k/ /l/ /o/ /k/ (clock) /s/ /p/ i/ /l/ (spill) /k/ /l/ /a/ /p/ (clap)
words. RF.2.3
Demonstrate
/k/ /l/ /i/ /f/ (cliff ) /s/ /l/ /i/ /p/ (slip) /g/ /r/ /a/ /b/ (grab)
command of the
conventions of
Phonemic
Phonics
standard English
Awareness
capitalization, 5
Mins
punctuation, and
spelling when
writing. L.2.2
Generalize learned
spelling patterns Review Have children read and say the words step, grass, trip, crack,
when writing words stop, and clap. Then have children follow the word building routine with Spelling Word
(e.g., cage ‡ badge; Word-Building Cards to build nest, best, pest; grab, slab, crab; belt, melt, Routine
boy ‡ boil). L.2.2d felt; slip, trip, grip.
peered
Blend phonemes to
form words.
5
Mins
Structural Analysis Visual Glossary
Closed Syllables
Review Have children give the definition of a closed syllable. (A closed
syllable ends in a consonant and usually has a short vowel sound.) Ask
children to say and clap out the syllables for the following words: nest,
traffic, list, kitten, napkin, grass, west, exit, dentist, and jacket. Explain why
each syllable is a closed syllable.
T244 UNIT 1 WEEK 3

DAY 5 • WEEK 3
5
Mins
Spelling
Word Sort with Two-Letter Blends
words by initial and final two-letter blends.
Assess Assess children on their abilities to spell words with two-
letter blends. Say each word and provide a sentence so that children
to provide an additional word for each initial or final blend in order to
5
Mins
were, what
Review Display High-Frequency Word Cards boy, by, girl, he, here, she,
small, want, were, what. Have children Read/Spell/Write each word.
Have children write a sentence with each word.
Monitor and
Differentiate
5
Mins
Vocabulary Quick Check
Q
Review Display Visual Vocabulary Word Cards decide, different, words with two-letter blends?
friendship, glance, proper, relationship, stares, and trade. Have children Can children recognize and read
review each word using the Define/Example/Ask Routine on the back high-frequency words?
of each card. Can children define vocabulary
words?

WORD WORK T245

WHOLE GROUP
DAY 5
1
Language Arts
5
Mins
With guidance
Discuss Discuss with the class what they learned about using precise
Digital
and support from
adults, use a variety words to improve their writing. Guide them to recall that precise words
of digital tools to make a writer’s message clearer and more interesting to read.
produce and publish
writing, including in Present Invite volunteers to choose a writing entry from the week
collaboration with to share with the class. Compare the volunteer’s draft with his or her
peers. W.2.6 revised text, and encourage children to identify precise words the
Writing
Demonstrate volunteer added. Have children discuss the writing by focusing on how
command of precise words helped create a clear picture in their mind.
standard English
capitalization, Reflect Have children use their Writer’s Notebook to reflect on their
punctuation, and progress as writers. Invite them to consider the following prompts as
spelling when they write:
writing. L.2.2
How did precise words improve your writing this week? Checklists
Use commas in
greetings and What other topics about pets might you like to write about this week?
closings of letters. What words would you use? Why?
L.2.2b I see a fish.
ACADEMIC Grammar
LANGUAGE
present, reflect,
subject, comma,
greeting, closing
T246 UNIT 1 WEEK 3

DAY 5 • WEEK 3
5
Mins
Grammar
Subjects
Review Ask: What is the subject of a sentence? (who or what the
sentence is about) Where will you usually find the subject of a sentence?
(at the beginning of the sentence) Offer several examples of
sentences with and without subjects. Have children identify which
ones are complete sentences.
identify each subject, and then rewrite each sentence with a new
subject. Remind children that the subject and the verb must agree.
A snake is an interesting pet. (A snake; Possible change: A lizard)
Hamsters live in cages. (Hamsters; Possible change: Birds)
My two fish eat twice a day. (My two fish; Possible change:
My two cats)

Review Remind children that the greetings and closings of letters
begin with a capital letter and end with a comma.
Practice Have partners write letters to each other about getting a
class pet. Help children use correct punctuation and capitalization.
Invite partners to exchange letters and check for correct
punctuation and capitalization.
Reteach
If children have difficulty identifying subjects in sentences
or using letter punctuation, review the use of each. Provide
Wrap Up the Week
opportunities for children to practice the skills in small ‡ Review the Essential Question and
groups, with a partner, or independently. encourage children to discuss using
Talk About It ‡ Review the comprehension strategy
Sentence Starters Have children work with a partner. and skill.
COLLABORATE Ask one partner to make a list of subjects and then read
‡ Review two-letter blends: r-blends,
each one aloud. The other partner uses the subject to think
s-blends, t-blends, and l-blends.
of a sentence and then says it aloud. Then ask partners to
switch roles. ‡ Use the High-Frequency Word Cards
‡ Review the different purposes for
writing fiction.
LANGUAGE ARTS T247

Approaching Level
Fiction
by Michael McDade
Leveled Reader:
illustrated by Viviana Garofoli
Too Many Pets? Go

Digital
Before Reading
Preview and Predict
Fiction
by Michael McDade
illustrated by Viviana Garofoli
PAIRED
READ Poetry
Have children turn to the title page. Read the title and author name
P
PD PAIRED
READ Poetry
Leveled Reader
Leveled
OBJECTIVES Review Genre: Fiction

Point of
Ask and answer Have children recall that fiction is a made-up story with characters and Character Setting View
such questions as
who, what, where,
events. A fictional story has a beginning, middle, and end.
when, why, and how ESSENTIAL QUESTION
Set a purpose for reading: Let’s read to find out how a pet can be an Organizer
details. RL.2.1
important friend.
Describe how
characters in a story During Reading
respond to major
RL.2.3 As children whisper read Too Many Pets?, monitor and provide guidance, Retelling
Cards
Use information correcting blending and modeling the key strategies and skills.
gained from the
illustrations and words Strategy: Ask and Answer Questions
text to demonstrate Remind children that as they read, they can ask themselves questions
understanding of its about a text and then use the text to find the answers. Model using
characters, setting, or the strategy on pages 3-5. On page 3, I read that there were 10 pets in the
plot. RL.2.7 family. How did the family get so many pets? I will look for the answer. On
pages 4 and 5 I see that two cats were there when the family moved in.
MATERIALS
Leveled Reader Skill: Character, Setting, Events: Use Illustrations
Too Many Pets? Remind children that a character is a person or animal in a story, the
setting tells when and where the story took place, and the events are
what happened. Encourage them to use the illustrations to help them
understand more about the characters, setting, and events in the story.
After reading, ask: Who are the main characters? Where is the story set?
What events happen in the story? Display a Character/Setting/Events
chart for children to copy.
T248 UNIT 1 WEEK 3

WEEK 3
Model recording children’s answers in the rows and boxes of the chart.
For each event, list the characters and the setting in the same row. Literature
Have children record the answers in their own charts. Circles
Think Aloud The main characters are a young boy and his family. The Lead children in conducting
setting of the story is his house. The main events are that the family a literature circle using the
keeps getting new pets. The first important event is on page 3 when Thinkmark questions to guide
the family finds two cats in their house and decides to keep them. the discussion. You may wish
Guide children to complete the chart. Then have them use the chart to
learned about how pets can be
talk about the characters, setting, and events in the story. our friends from both selections
in the leveled reader.
After Reading
Respond to Reading
Retell
Level
Up
Fiction
Home for Henry

Have children take turns retelling the selection using the retelling cards A New
as a guide. Help children make a personal connection by asking: Does by Michael McDade
illustrated by Alessia Girasole
your family have any pets? Why do people get pets? Fiction
by Michael McDade
Model Fluency illustrated by Viviana Garofoli
PAIRED
Poetry
R
READ
RE
Read the sentences one at a time. Have children chorally repeat. Point
out to children how your voice goes up at the end of a question.
PAIRED
Apply Have children practice reading with partners. Provide feedback READ Poetry
as needed. Fiction
F
Genre Poetry
Compare Texts
IF Children can read Too Many Pets?
Read about a dog who is a friend.
Approaching Level with fluency and

PA I R E D R E A D … Loves
Me
by MMich
ichael McDade
My
Dog
illust
illu
lustrrate
ated
d b
byy Viviana Garo
foli
correctly answer the Respond to
Reading questions,
“My Dog Loves Me”
Craig Veltri/Photogrpaher’s Choice RF/Getty Images
I love my dog,
And my dog loves me.
a more detailed story about how pets
When I’m at school,
Make Connections He waits by the tree.

17
PAIRED
READ Poetry
can be our friends.
Before reading, ask children to note that Leveled Reader • Use pages 2–3 of A New Home for
the genre of this text is poetry. Then Henry On Level to model using
discuss the Compare Texts statement. After reading, ask children to the Graphic Organizer to identify
make connections between “My Dog Loves Me” and Too Many Pets?. characters, setting, and events in
the story.
FOCUS ON LITERARY ELEMENTS checking their comprehension by
Children can extend their understanding of the use of using the Graphic Organizer.
rhyming words in poems by completing the activity on
page 20.

Approaching Level
Phonemic Awareness
TIER
2
I Do
Categorize words by
as I say three words: /map/, /miks/, /rag/. When I say map and rag I can hear
phoneme. the /aaa/ sound. Mix has the /i/ sound. Mix does not belong.
We Do
Listen as I say three words: cat, zip, sit. Two have the /i/ sound: zip and sit. The
other word has the /a/ sound. The word cat does not belong.
cub, bin, cut rat, men, bag wet, peg, cob
You Do
trip, plan, slid flip, skill, stack flag, grip, track
TIER
PHONEME SUBSTITUTION
2
OBJECTIVES Explain to children that you will replace the first sound in a word to form
I Do
Substitute phonemes
a new word. Listen carefully as I say this word: flip. What sounds do you hear
in words. at the beginning of the word? I hear the sounds /fl/. If I replace the sounds /fl/
with /tr/ I get the word trip.
We Do
Listen as I say this word: twin. Say it with me: twin. The beginning sounds are
/tw/. Let’s replace beginning sounds /tw/ with /sp/. We changed the word twin
to the word spin. Repeat this routine with the following word pairs:
stop, flop drum, plum spill, trill trip, blip
You Do
It’s your turn. Replace the beginning sounds of each word with sounds I say to
make a new word.
slab, crab clip, flip stop, prop stuck, truck
Repeat the phoneme substitution routine with additional words.
T250 UNIT 1 WEEK 3

WEEK 3
PHONEME BLENDING
OBJECTIVES
I Do
Explain to children that they will be blending sounds to form words. Listen
as I say four sounds: /sss/ /lll/ /iii/ /p/. Say the sounds with me: /sss/ /lll/ /iii/ /p/.
Orally produce single-
syllable words by Now I am going to blend the sounds together: /sliiip/, slip. The word is slip.
blending sounds
(phonemes), including We Do
Listen as I say four sounds: /t/ /rrr/ /aaa/ /p/. Blend the sounds with me: /t/
consonant blends. /rrr/ /aaa/ /p/, /traaap/, trap. We made one word: trap.
RF.1.2b
Blend phonemes to
form words.
spin clap track glen crop slim snap blob
You Do
It’s your turn. I want you to blend the sounds I say to form words.
skin step band nest twig drop plan
Repeat the blending routine with additional words with two-letter
blends.
scaffolding methods as necessary to ensure children understand the meaning
that may not transfer in children's native languages.

Approaching Level
Phonics
TIER
CO N N E C T TO T W O  L E T T E R B L E N D S
2
OBJECTIVES Display the Word Building Cards t and r. Say: The letter t stands for /t/. The
I Do
Know and apply grade- letter r stands for /r/. I am going to blend these two letter sounds together.
level phonics and
Listen: /tr/. Bring the cards together as you blend the sounds together.
decoding words. Now do it with me. Have children trace the letters t and r on the Word-
RF.2.3 We Do
Building Cards with their finger while saying /tr/. Trace the letters five
times and say /tr/ with children. Repeat with gr, pr, br, dr, st, sk, sp, pl, sl, bl.
You Do
Have children connect the letters tr to /tr/ by tracing t and r with their
fingers, while saying /tr/ three times. Then have them write the letters t
and r while saying /tr/ five to ten times. Repeat for gr, pr, dr, st, sp, pl, sl, bl.
Repeat, connecting letters to make two-letter blends occasionally
throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards:
e, o, u, sl, dr, sk, sp, st, tr, pr, pl, a, i, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children chorally say each sound. Repeat and vary the pace.
TIER
BLEND WORDS WITH T WOLETTER BLENDS
2
OBJECTIVES
I Do
Display Word-Building Cards s, t, o, p. This is the letter s. It stands for /s/. This
Know and apply grade- is the letter t. It stands for /t/. Listen as I blend these two sounds together: /st/.
level phonics and This is the letter o. It stands for /o/. This is the letter p. It stands for /p/. Listen as
decoding words.
I blend all the sounds together: /stooop/, stop. The word is stop.
RF.2.3
We Do Guide children to blend the sounds and read: snap, grab, glad, slip, crib.
Decode words with Have children blend: spell, grip, west, nest, twin, slam, step, stem, flag, flip
two-letter blends. You Do
Repeat, blending additional r-blends, s-blends, t-blends, and l-blends.
T252 UNIT 1 WEEK 3

WEEK 3
BUILD WORDS WITH T WOLETTER BLENDS
OBJECTIVES Display Word-Building Cards s, l, i, p. These are the letters s and l. They stand
Know and apply grade- I Do
for /s/ and /l/. I will blend /s/ and /l/ together: /sl/. This is the letter i. It stands
level phonics and
for /iii/. This is the letter p. It stands for /p/. Listen as I blend all the sounds to
decoding words. say the word: /sss/ /lll/ /iii/ /p/, /sliiip/, slip. The word is slip.
RF.2.3
We Do
Make the word slip. Change the letter p to m. Let’s blend: /sliiim/, slim.
Build and decode Change the letter /m/ to /d/. I am going to change the letter m in slim to the
words with two-letter letter d. Let’s blend and read the new word: /sss/ /lll/ /iii/, /d/, /sliiid/, slid.
blends.
You Do Have children build the words grid, grin, grip trip, trick, trap, clap, trip, trim.
Spot Decodable Reader Introduce the Decodable Reader selection, Spot and Fran.
Point to the title. Have children sound out each word. Discuss the cover.
Fran
and
by Leslie A. Rotsky
illustrated by Roger Radtke
OBJECTIVES Display Word-Building Cards s, p, o, t. This is the letter s. It stands for /s/. This
I Do
Know and apply grade- is the letter p. It stands for /p/. This is the letter o. It stands for /o/. This is the
level phonics and letter p. It stands for /p/. Now listen as I blend all four sounds: /spooot/, spot.
decoding words. Let’s do some together. Blend and read the words snug, slam, bran, brick,
RF.2.3 We Do
sand, and nest.
Display the words to the right. Have children blend and read the words.
Spot
You Do
Fran Check Comprehension As children read, monitor their comprehension. Ask the
and
by Leslie A. Rotsky
illustrated by Roger Radtke
following: What did Spot want to do? Why did he need a bath?

Have children review the Decodable Reader selection. Identify two-letter blends and blend words as
needed. Have children reread the selection on their own or with a partner.
PHONICS T253
Approaching Level
Structural Analysis
TIER
C LO S E D S Y L L A B L E S
2
OBJECTIVES Write the word napkin. When I say the word napkin, I hear two syllables.
I Do
Know and apply grade- Listen as I say it: /nap/ /kin/. Clap the syllables with me: /nap/ /kin/. Each
level phonics and
syllable has a vowel sound. The first syllable, /nap/, has the vowel a in it. The
decoding words. second syllable, /kin/, has the vowel i in it. These syllables are called closed
RF.2.3 syllables. A closed syllable ends in a consonant. A closed syllable usually has a
short vowel sound. Listen to the closed syllables in this word: nap-kin.
Read words with
closed syllables.
We Do
Write pumpkin. Let’s read this word and break it into syllables: /pump/ /kin/.
It is a closed syllable word. The first syllable has the vowel u and the second
syllable has the vowel i. We can use the word in sentences.
You Do
Have children work with partners. Give them several words with closed
syllables. Children can work together to break the words into syllables and
identify the vowel in each of them.
Repeat Have children create sentences using words with closed syllables.
TIER
R E T E AC H C LO S E D S Y L L A B L E S
2
OBJECTIVES Write basket. Read the word: /bas/ /ket/. This word is basket. It is a word with
I Do
Know and apply grade- closed syllables. A closed syllable ends in a consonant. A closed syllable usually
level phonics and has a short vowel sound.
decoding words. Write the word rabbit. What are the syllables in this word? They are: /rab/ /bit/.
RF.2.3 We Do
Both of the syllables have a separate vowel sound in them. Repeat this routine
Read words with with the following examples: button ribbon tablet
closed syllables.
You Do
Have children divide the following words into syllables and identify the
vowel sound in each syllable: carton tennis kitten
Repeat Have children divide other closed-syllable words into syllables
and identify the vowel sounds.
T254 UNIT 1 WEEK 3

WEEK 3
Vocabulary
OBJECTIVES
I Do
fluency to support

Display the word. Ask children to say the word, then spell it. When
words. completed, quickly flip through the word card set as children chorally
read the words. Provide opportunities for children to use the words in
speaking and writing. For example, provide sentence starters such as: Pets
are friends because ____. Ask children to write each word in their Writer’s
Notebook.
OBJECTIVES
I Do
Display each Visual Vocabulary Card, and state the word. Explain how the
to describe (e.g.,
page 21.

Approaching Level
Comprehension
TIER
2
OBJECTIVES Read the first paragraph of the Practice Book selection. Model using the
I Do
Read with sufficient appropriate intonation and pausing for punctuation.
accuracy and
fluency to support
We Do
Read the next paragraph and have children repeat each sentence after
comprehension. you. Point out how you raise and lower your voice as you read.
RF.2.4
Read on-level text You Do
with purpose and intonation as they read.
understanding.
RF.2.4a
TIER
I D E N T I F Y C H A R AC T E R S
2
OBJECTIVES Remind children that they have been reading fiction. Tell them that when
I Do
Describe how they read fiction, they should be able to identify the most important
characters in a story characters. When we read fiction, the characters are an important part of the
respond to major
story. I will think about the people or animals in the story as I read.
RL.2.3
We Do
Identify characters in point out the characters. Identify what the characters are like by what
a story. they say and do. Who is the main character in this story? (Jeff) What does
Jeff want? (a pet snake) What problem does Jeff have? (A snake would eat his
sister’s bird.) How did he solve his problem? (He sees an ad for a rabbit.)
You Do
Guide children to read the rest of the Practice Book selection. After every
couple of sentences, prompt them to identify more about Jeff and what
they know about him and his family.
T256 UNIT 1 WEEK 3

WEEK 3
OBJECTIVES
I Do
Remind children that fiction stories have characters, a setting, and events
Describe how with a beginning, middle, and end. The characters in a fiction story help
characters in a story tell the story through the events that happen.
respond to major
We Do
Read the first few pages of the Practice Book selection together. Pause to
RL.2.3 point out evidence of characters, setting, and events. What is the setting of
this story? What does the setting have to do with the events in the story?
characters, setting, and
You Do
Stop reading on page 23 and say: What do I know about the characters,
events in a story.
setting, and events? Record each detail on a Character, Setting, and Events
chart. Continue having children add details in each box of the chart. Then
guide them to use their notes to determine how the characters, setting,
and events help them to better understand the story.

Read with sufficient Have children pick a fiction selection that they have read for sustained
accuracy and
fluency to support
silent reading. Remind them that:
comprehension. ‡ they should think about the character, setting, and events in the story.
RF.2.4
Read on-level text
‡ it is important to ask questions about what they are reading and try to
with purpose and answer those questions as they read.
understanding. ‡ as they read, they should pay special attention to how the characters,
RF.2.4a
setting, and events help them understand the story.
Have children record the characters, settings, and events on the Character/
Setting/Events chart. After reading, guide children to participate in a
group discussion about the selection they read. Guide children to:
‡ share the information they recorded on their Character/Setting/Events
chart.
‡ tell what questions they asked and answered while reading.
‡ tell how the characters, setting, and events helped them understand
the story.
COMPREHENSION T257
On Level
Fiction
Home for Henry

A New
by Michael McDade
Leveled Reader:
A New Home for Henry Go

Digital
Before Reading
Preview and Predict
Fiction
Home for Henry

A New
by Michael McDade
PAIRED
READ Poetry
P
PD PAIRED
READ Poetry
Leveled
OBJECTIVES Review Genre: Fiction

Ask and answer Have children recall that fiction is a made-up story with characters and Character Setting
Point of
View
such questions as
who, what, where, events. A fictional story has a beginning, middle, and end.
Set a purpose for reading: Let’s read to find out how a pet can be an Organizer
details. RL.2.1 important friend. Remind children to ask questions about what they do
not understand or want to know more about.
Describe how
characters in a
story respond to During Reading
major events and
challenges. RF.2.3 Guided Comprehension Retelling
Cards
Use information As children whisper read A New Home for Henry, monitor and provide
gained from the
guidance, correcting blending and modeling the key strategies and skills.
illustrations and
words in a print
or digital text Strategy: Ask and Answer Questions
to demonstrate Remind children that as they read, they can ask themselves questions
about a text and then use the text to find the answers. Model using the
plot. RL.2.7 strategy on page 6. Say: Henry is no longer eating and does not move.
What is wrong with Henry? I will read to find out. On page 7, it says that
turtles like to live outside. The owner says to move Henry into the yard.
MATERIALS
Leveled Reader
Skill: Character, Setting, Events: Use Illustrations
A New Home for Henry
setting tells when and where the story took place, and the events
are what happened. Have them use the illustrations to help them
understand more about the characters, setting, and events in the story.
Display a Character/Setting/Events chart for children to copy.
T258 UNIT 1 WEEK 3

WEEK 3

Think Aloud As I read Chapter 1, I see that the main characters are Circles
Sara, Dad, and a turtle named Henry. The main event is that Dad gives Lead children in conducting
Henry to Sara. The setting is Sara’s house, but also her yard. I will list a literature circle using the
the characters, settings, and event on my chart. As I read the other Thinkmark questions to guide
chapters, I will keep track of the characters, main events, and settings. the discussion. You may wish
to discusswhat children have
Once the selection is finished, prompt children to complete the chart.
learned about how pets can be
our friends from both selections
After Reading in the leveled reader.
Respond to Reading
Retell
Have children take turns retelling the story using the retelling cards as
Level
a guide. Help children make a personal connection by asking: Have you
ever seen a pet turtle? Do you think it would be a good pet? Why or why not?
Up
Model Fluency
Read the sentences, one at a time, modeling proper intonation. Have
children chorally repeat.
Genre Poetry
IF Children can read A New Home
Compare Texts
Read about another pet who is an
important friend.
for Henry On Level with fluency and
PA I R E D R E A D … correctly answer the Respond to
Reading questions,
“My Best Friend Forever” M y Be s t
Merrill Rainey
Frie n d Forever
My best friend forever
Is a green frog named Trevor.
a more detailed book about how a pet
On a leash made of string, can be an important friend.
Make Connections He does his own thing.
17
• Use pages 2–3 of Hello, Koko!

Before reading, tell children that “My Best Leveled Reader Beyond Level to model using the
Friend Forever” is a poem. Then discuss Graphic Organizer to identify
the Compare Texts statement. After reading, ask children to make characters, setting, and events in the
connections between what they read from “My Best Friend Forever” story.
and A New Home for Henry.
FOCUS ON LITERARY ELEMENTS using the Graphic Organizer.
Children can extend their understanding of the use of
rhyming words by completing the activity on page 20.
ON LEVEL T259
On Level
Phonics
BUILD WORDS WITH T WOLETTER BLENDS
OBJECTIVES I Do
Display Word Building Cards d, r, o, p. This is the letter d. It stands for /d/. This
Know and apply grade- is the letter r. It stands for /r/. Listen as I blend these two sounds together:
level phonics and /dr/. This is the letter o. It stands for /o/. This is the letter p. It stands for /p/. Now,
word analysis skills in listen as I blend all four sounds together: /droop/, drop. The word is drop.
decoding words.
RF.2.3
We Do
Now, let’s do one together. Make the word drop. Change the letters dr to st.
Let’s blend: /sss/ /t/ /ooo/ /p/, /stop/, stop. The new word is stop. Change the
• Build and decode
words with two-letter
letters st to pl. I am going to change the letters st in stop to the letters pl. Let’s
blends. blend and read the new word: /plooop/, plop. The new word is plop.
• Read for fluency.
You Do
Have children build and blend the words: plot, slot, slit, slip, flip, clip, clap,
trap, trip, trim, trick, brick, bran, brand, stand.
Fluency in Connected Text Have children read this week's Decodable
Reader Selection, Spot and Fran.
Vocabulary
REVIEW WORDS
OBJECTIVES Use the Visual Vocabulary Cards to review each vocabulary word. Point to
I Do
Use words and phrases each word, read it aloud, and have children chorally repeat it.
acquired through
We Do
and being read to, Vocabulary Words using their Response Boards. Ask sample questions to
and responding to
You Do
other kids are happy that on their own for the remaining vocabulary words. Then have children
makes me happy). L.2.6 write sentences about this week’s stories. Each sentence must contain at
least one vocabulary word.
Review Vocabulary
Words.
T260 UNIT 1 WEEK 3

WEEK 3
Comprehension
OBJECTIVES
I Do
Remind children that fiction stories are understood through their
Use information characters, setting, and events, which are told through the beginning,
gained from the middle, and end of a story. When we read, we look for details in the text
and the illustrations that tell us about the character, setting, and events.
text to demonstrate Read the first few sentences of the Practice Book selection aloud. Pause
understanding of its We Do
characters, setting, or to point out information in the illustration, including details about the
plot. R.2.7 characters and their pets. Identify the information and prompt children to
say why they are important. What details in the illustration on page 24 help
Identify characters, me understand the characters’ feelings and events in the story?
setting, and events in
a text.
You Do
them to use the illustration to help them describe how Jeff and his family
feel about the new pet.

Read with sufficient Have children pick a fiction selection that they have read for sustained
accuracy and
fluency to support silent reading. Remind them to:
comprehension.
RF.2.4
‡ think about the character, setting, and events in the story.
Read on-level text
‡ ask questions about what is happening in the story and then look for
with purpose and the answers in the words and illustrations.
understanding.
RF.2.4a
Read Purposefully
Apply the strategy and Have children record important information on the Character/Setting/
skill to reread text. Events chart. After reading, guide partners to:
‡ share the information they recorded on their chart.
‡ tell how they could tell it was a fiction story.
‡ share the questions they asked themselves while they were reading and
how they found the answers.
Beyond Level
Fiction
H ell
o, Ko k o!
by Michael McDade
illustrated by Dave Kirwan

Leveled Reader:
Hello, Koko! Go
Digital
Before Reading
Preview and Predict
Fiction
o, Ko k o!
Hell by Michael McDade
illustrated by Dave Kirwan
PAIRED
READ Poetry
Read the title and author name. Have children preview the title page
P
PD PAIRED
READ Poetry
Leveled Reader
and the illustrations. Ask: What do you think this book will be about?
Leveled
Readers
Review Genre: Fiction
OBJECTIVES Have children recall that fiction is a made-up story with characters and
Point of
Ask and answer events. Fiction stories have a beginning, middle, and end. Character Setting View
such questions as
who, what, where, ESSENTIAL QUESTION
when, why, and how Remind children of the Essential Question: How can a pet be an
important friend? Have children set a purpose for reading by saying: Organizer
details. RL.2.1
What do you want to find out about pet friendship by reading this book?
Use information
gained from the During Reading
illustrations and
words in a print Guided Comprehension
or digital text
to demonstrate Have children whisper read Hello, Koko! Have them place self-stick
understanding of its notes next to difficult words. Remind children that, when they come to
characters, setting, or an unfamiliar word, they can look for familiar spellings. They will need
plot. RL.2.7 to break longer words into smaller chunks and sound out each part.
MATERIALS questions to facilitate rich discussion, such as: How do pets keep people
Leveled Reader company? How would you teach a pet to do a trick? Build on children’s
Hello, Koko!
responses to develop deeper understanding of the text.

Remind children that as they read, they can ask themselves questions
about a text and then use the words to find the answers. Say: Asking
questions can help us understand what you are reading. Model using
the strategy on page 4: Matt and Nana are looking through books in the
library. I want to know what animal they are thinking of. I can read the text
to find out. I can also find a clue in the illustrations. I find out that they are
thinking of getting a bird. On page 5, I read that they got a parrot.
T262 UNIT 1 WEEK 3

WEEK 3
Skill: Character, Setting, Events: Use Illustrations

Remind children that a character is a person or animal in a story, the Literature
setting tells when and where the story took place, and the events Circles
are what happened. After reading ask: Who are the main characters? Lead children in conducting
What are the main events in the story? Where do they happen? Display a a literature circle using the
Character/Setting/Events chart for children to copy. Thinkmark questions to guide
Model how to record the information. Have children fill in their chart. the discussion. You may wish
Think Aloud As I read, I find out that the main characters are Matt, Nana, learned about how a pet can be
and Koko, the parrot. The setting is mainly at home. To find the events, I ask our friends from both selections
myself what the problem is in the story. in the leveled reader.
After Reading
Respond to Reading
Retell
personal connection by writing about any experiences they have had
with training animals. Say: Have you or someone you know ever tried to
teach an animal something? What happened?
Fiction
F
Gifted and Talented
Genre Poetry
H e l l o, Ko k o!
Compare Texts
Read about a pet that is a special friend.
by Mich
Michael McDa
illustrated by
de
b Dave Kirwa
n
children to think of ways that a
pet can be trained to do things to
help people. Have them choose
W ho Is My Bes t Friend?
“Who is My Best Friend?” one animal and explain how that

(r) Blue Jean Images/Collage/CORBIS (bkgd) Louis Turner/Cultura/Getty Images, Illustration: Louise Ellis
Can you guess, can you say,

If I gave you a day,
animal can be trained. Ask what

Who my best friend might be,
One that’s special to me?
Shall I give you a clue?
Make Connections
Maybe one? Or a few?
17
PAIRED
READ Poetry they would do to reward the
animal, or how long they think the
Before reading “Who Is My Best Friend?,” Leveled Reader training might take.
have children preview the title page and
prompt them to identify that this is a poem. Then discuss the Compare EXTEND Have children use
Texts statement. After reading, have children work with a partner to nonfiction books about animals or
discuss what they read from “Who Is My Best Friend?” and Hello, Koko! training animals to help them do
Ask children to make connections by comparing how people react to their research.
pets. Prompt children to discuss what they learned about how pets can
be friends.
FOCUS ON LITERARY ELEMENTS

BEYOND LEVEL T263

Beyond Level
Vocabulary
Model
Use words and phrases friendship and relationship. Write sentences on the board using the words.
acquired through
conversations, reading Write the word company on the board and discuss the meaning of
and being read to, company as “companionship.” Then help children write a sentence using
and responding to
the word.
Apply
Have children work in pairs to review the meanings of the words culture
to describe (e.g.,
When other kids are and language. Then have partners write sentences using the words.
happy that makes me
happy). L.2.6
CO N T E X T C LU E S
OBJECTIVES
Model
Read aloud the first two paragraphs of the Comprehension and Fluency
clarify the meaning
of unknown and Think Aloud When I read the first paragraph, I want to understand the
multiple-meaning word ownership. One clue helps me: "that belongs to." This tell me that
words and phrases
ownership is having something that belongs to you.
based on grade 2
reading and content, With children, read the third paragraph. Help them figure out the meaning
choosing flexibly from of screeched.
L.2.4 Have pairs of children read the rest of the passage. Ask them to use
Apply
Use sentence-level context clues to determine the meaning of the following words: puzzled,
context as a clue to the unique, annoy, overjoyed.
meaning of a word or
phrase. L.2.4a Gifted and Shades of Meaning Have partners compare the words overjoyed and
Talented
happy and write an explanation of the difference between the two words.
Have them use artwork to depict the two words.
T264 UNIT 1 WEEK 3

WEEK 3
Comprehension
R E V I E W C H A R AC T E R , S E T T I N G , A N D E V E N T S
OBJECTIVES Model
Remind children that both the text and the illustrations can be used to
Use information find information about the characters, setting, and events in a passage.
gained from the Explain that characters often work to solve a problem in a story.
in a print or digital Have children read the first few sentences of the Comprehension and
text to demonstrate Fluency passage of Beyond Level Practice Book pages 23–24 and look at
the illustration. Ask open-ended questions to facilitate discussion, such as
events. RL.2.7 What problem do the characters have? How do they solve it? Children should
support their responses with details from the text and the illustrations.
Apply
Have children identify details about the character, setting, and events in
the rest of the passage as they independently fill in a Character/Setting/
Events chart. Then have partners use the notes in their chart to tell how
the characters, setting, and events were important to the story.

Describe how Have children choose a fiction book for sustained silent reading.
respond to major ‡ As children read, have them fill in a Character/Setting/Events chart.
events and challenges. ‡ Remind them to reread difficult sections of the text.
RL.2.3
Reread difficult Read Purposefully

sections in a
text to increase
understanding. fiction books to learn about a variety of topics.
Talented
to the weekly theme of how pets can be important friends. Have children
choose three different pets and talk about how each of those pets can
become a friend. Encourage them to be creative about the ways that pets
can be important friends. Mention service and rescue animals.
Shared Read
Finding Cal Go
Digital
Before Reading
Build Background
Read the Essential Question: How can a pet be an important friend?
P
PD
Essential Question
friend?
Marcin Piwowarski
54
054-059_CR14_SI2_U1W3_MR_118866.indd 54 10/28/11 3:06 PM
‡ Explain the meaning of the Essential Question: A pet is an animal that

“Finding Cal”
Reading/Writing lives with you. You take care of a pet. You do things with a pet. A pet can
Workshop
be a friend.
‡ Model an answer: A friend is someone you like. A friend makes you feel Character Setting
Point of
View
OBJECTIVES
good. A pet is an animal that you like. A pet makes you feel good.
Describe how
characters in a ‡ Ask children a question that ties the Essential Question to their own
story respond to background knowledge: Turn to a partner and talk about pets you Graphic
major events and know. Tell how those pets are friends. Call on several pairs. Organizer
challenges. RL.2.3
Read on-level text
with purpose and During Reading
understanding.
RF.2.4a
Ask and answer
‡ Ask questions that help children understand the meaning of the text
such questions as after each paragraph.
who, what, where, ‡ Reinforce the meanings of key vocabulary providing meanings
when, why, and how
to demonstrate
embedded in the questions.
understanding of key ‡ Ask children questions that require them to use key vocabulary.
details. RL.2.1
Use information
gained from the
illustrations and
words in a print
or digital text
to demonstrate
plot. RL.2.7
ACADEMIC
LANGUAGE
reread, characters,
setting, events
T266 UNIT 1 WEEK 3

WEEK 3
Finding Cal Page 57
Pages 54–55 Cal seems like a good dog. He learned how to sit. He
walked well on a leash. Have children point to the
Point to the title. Listen as I read the title of the leash.
is the title? (Finding Cal) Look at the picture on page Why is it good to have a dog that can sit and
54. What do you think this story will be about? (a boy walk on a leash? (The dog knows how to listen and
and his dog). Let’s look at page 55. Help children will behave when you go out. The dog can learn
read the words Dear Diary and September 25. A quickly.)
diary is a book where you write down your thoughts
and feelings. When you write in a diary, you put Page 58
down the date. Let’s read the diary entry, or section,
for September 25th. Read the diary entry aloud. Read the last paragraph of the September 26
What did Dad say? (He said the boy could get a entry with children (bottom of page 57, top of
dog.) How big can the dog be? (small or medium page 58) and the first paragraph on page 58.
sized) Point out the last sentence on the page. Jake’s dad says that Jake and the dog have a good
Explain that an animal shelter is a special place relationship. What does his dad mean? (Jake makes
where a person can get a pet. Ask: Who wrote this Cal feel good, and they learn from each other.
diary entry? (the boy) They like to be with each other.) Point out that
Jake and his dad took Cal home.
Page 56 Point out the new diary entry (October 10),
beginning in the middle of the page. Explain that
Point out the new diary entry and the date about two weeks have passed since the last entry
(September 26). Read the page with children and (September 26). What has Cal learned how to do?
have them look at the picture. Read the names of (He’s learned how to do tricks.)
the dogs with them. Where are Jake and his dad?
(at the shelter) How are the dogs different from each
Page 59
other? (Some are big, and some are small. Some
have soft fur, and some have wiry hair.) Explain the Read the text with children (bottom of page 58, top
expression, “I knew he was for me.” Why is Cal the of page 59). Have them look at the picture on page
perfect dog for Jake? (Cal was staring, or looking, at 59. Point out that the Zs refer to the sound someone
Jake.) makes when sleeping. Explain the meaning of this
Explain and Model the Strategy I can ask myself sentence: I would not trade him for any other dog.
questions about what is happening in the story: Will
Jake choose Cal? If Jake chooses Cal, will Cal be a Look at the picture. How can you tell that Cal
good pet and friend? I can look for answers as I read and Jake are friends? (They are close. They feel safe
the rest of the story. with one another.)
Explain and Model the Phonics Listen to this
sentence: Look at how Cal stares at you. Which word
After Reading
begins with the /st/ sound? (stares) What other
words do you know that begin with the /st/ sound? Make Connections


Fiction
A New
Home for Henry Leveled Reader:
by Michael McDade
illustrated by Alessia Girasole A New Home for Henry Go
Before Reading Digital
Preview Fiction
Home for Henry

A New
Read the title. Ask: What is the title? Say it again. Repeat with the by Michael McDade
PAIRED
READ Poetry
author’s name. Preview the selection’s illustrations. Have children
P
PD PAIRED
READ Poetry
Leveled Reader
describe the images. Use simple language to tell about each page.
Leveled
Follow with questions, such as: What is the girl doing? Readers
ESSENTIAL QUESTION
OBJECTIVES
Remind children of the Essential Question. Say: Let’s read to find out how Point of
Ask and answer Character Setting View
a pet can be an important friend. Encourage children to seek clarification

such questions as
who, what, where, when they encounter a confusing word or phrase.
when, why, and how
understanding of key During Reading Organizer
details. RL.2.1
Describe how
characters in a
Pages 2–3 Point to Sara and her Dad. Say their names as you point.
story respond to Then point to the turtle and say his name, Henry. Say: These are the
major events and characters in the story. Characters can be people or animals. Now point
challenges. RL.2.3 to Henry. What kind of animal is Henry? (a turtle) Sara says that she Retelling
Cards
Use information and Henry are best friends. What do they do together? (They have fun
gained from the together. Henry listens to what Sara says. Sara scratches his head to
illustrations and
make him happy.) What things do you like to do with your best friend?
words in a print
or digital text Pages 4–5 Say: What things do you see in Henry’s tank? (a rock, plants)
to demonstrate What things does Henry do in his tank? (He sleeps on his rock. He swims
in the tank.) What does Henry eat? (fruit, vegetables, turtle food, worms)
plot. RL.2.7 What food does he like best of all? (worms)
Pages 6–7 Say: Look at the picture on page 6. How does Henry look? (He
MATERIALS looks sick.) What food do you see in Henry’s tank? Point to the picture to
Leveled Reader help you answer. What do you think it means that Henry isn’t eating his
A New Home for Henry favorite food? Why do Sara and her Dad take Henry back to the pet store?
Pages 8–9 Say: The store owner says that turtles need space. Why does
Henry need a large pen? (He needs space.) What else do turtles need? (sun
and shade) Why do you think Dad decides to build the pen outside?
Pages 10–11 Say: Look at the picture on page 10. The bubble shows
what Sara is thinking. What is Sara thinking about? (She is thinking about
making Henry happy in his new pen.)
T268 UNIT 1 WEEK 3

WEEK 3
Pages 12–13 Let’s read the labels that name the parts of Henry’s pen.
Walls. Bricks. Trench. Now you say them. What do the walls do? Why are
there bricks at the bottom? (The walls keep Henry from climbing up. The Literature
bricks keep him from digging out.) Circles
Pages 14–15 Why does Sara like Henry’s new home, even though she will Lead children in conducting
miss him being in her bedroom? (It has the things Henry needs to live a literature circle using the
and grow. He can be happy there, and Sara wants him to be happy.) Thinkmark questions to guide
the discussion. You may wish to
discuss what children learned
After Reading about how pets can be our
Respond to Reading friends from both selections in
the leveled reader.
Have children work with partners to answer the questions on page 16.
Pair children with peers of varying language abilities.
Retell
Level
Up
Fiction
Home for Henry

A New
Fluency: Intonation by Michael McDade
Read the sentences in the book, one at a time. Help children echo-read Fiction
Home for Henry

A New
the pages with appropriate intonation. by Michael McDade
Apply Have children practice reading with a partner. Pair children P

PAIRED
READ
REA
R
REEAD Poetry
Poetr
with peers of varying language abilities. Provide feedback as needed.

Fiction
F
PAIRED
Poetry
READ
Genre Poetry
ome
A New H for Henry
Compare Texts
Read about a pet rabbit in this poem.
PA I R E D R E A D … H o pp y by Michael
illustrated by
ae McDade
A
Alessia Gira sole IF Children can read A New Home
for Henry ELL Level with fluency and
“Hoppy” Hoppy is my rabbit.
rabbit
Reading questions,
Hoppy is brown.
When Hoppy is happy, PAIRED
READ Poetry THEN Tell children that they will read a
Paul Meisel
Make Connections He hops up and down.

17
more detailed version of the same story.

Before reading, tell children that this text Leveled Reader
is poetry. Then discuss the Compare Texts
• Use pages 2–3 of A New Home for
Henry On Level to model using the
statement. After reading, ask children to make connections between
Graphic Organizer to list characters,
what they read about in “Hoppy” and A New Home for Henry. Prompt
setting, and events.
children by providing sentence frames: A pet can be a friend by .
FOCUS ON LITERARY ELEMENTS


Vocabulary
OBJECTIVES Preteach vocabulary from “Finding Cal,” following the Vocabulary Routine
I Do
Use words and phrases found on the Visual Vocabulary Cards for words decide, trade, stares,
acquired through glance, proper, different, friendship, and relationship.
and being read to, After completing the Vocabulary Routine for each word, point to the
adjectives and adverbs children to repeat the word.
to describe (e.g.,
Have children work with a partner to take turns reading the words aloud
happy that makes me to each other. Have them share any associations they have for each word.
happy). L.2.6
Have children create a Ask children to write Challenge children to
LANGUAGE word book, illustrating one sentence and one write a paragraph on
OBJECTIVE the words and their question. a word association.
Use vocabulary words. associations. Have them read their
paragraphs aloud.
REVIEW VOCABULARY
I Do
Use words and phrases over a few days. Read each word aloud pointing to the word on the
acquired through
and being read to, Vocabulary Routine on the back of each card.
and responding to
texts, including using We Do
Ask volunteers to draw a picture representing a vocabulary word. Have
adjectives and adverbs children guess which vocabulary word is being drawn.
other kids are happy You Do
In pairs, have children make up sentences using the vocabulary words.
that makes me happy). Have them share their sentences with another pair.
L.2.6
Help children list clue Have children write clues Ask children to use
LANGUAGE words and read them as sentences. synonyms or antonyms in
OBJECTIVE aloud. their clues.
Use vocabulary words.
T270 UNIT 1 WEEK 3

WEEK 3
CO N T E X T C LU E S
OBJECTIVES
I Do
Read aloud the first paragraph of “Finding Cal” on page 55 while children
Determine or follow along. Summarize the paragraph. Point to the word decide. Explain
clarify the meaning that context clues, the words in surrounding sentences, can help us
of unknown and
figure out the meaning of an unfamiliar word. Explain that sometimes the
multiple-meaning
words and phrases context clues appear in phrases separated by commas next to the word.
based on grade 2
Think Aloud I am not sure what the word decide means, but I see context
choosing flexibly from clues that help me figure out the meaning. I read that Dad finally made up
an array of strategies. his mind. I think that’s what decide means—to make a choice.
L.2.4
We Do
Have children point to the word wiry on page 56. Find the context clues
Use sentence-level
context as a clue to the for the word with students. Write the definition of the word on the board.
meaning of a word or
phrase. L.2.4a You Do
In pairs, have children write a definition for proper on page 57 using
context clues.

OBJECTIVE Help children locate the Ask children to locate and Have children explain how
Use context clues. word and context clues on read aloud the context they found the context
the page. clues on the page. clues on the page.
OBJECTIVES
I Do
List additional vocabulary from “Finding Cal” : shelter and leash and
Identify real-life additional vocabulary from “A New Home for Henry”: missing, shallow.
connections between Define each word for children.
words and their use
We Do
Model using the words for children in a sentence: I had a question about
that are spicy or juicy). the story. Then provide sentence frames and complete them with children:
L.2.5a
He asked a question about why .
Use academic
You Do
Have partners take turns acting out the words. If time permits, allow pairs
language.
to present their pantomimes to the rest of the group.
LANGUAGE
OBJECTIVE Help children copy the Provide sentence starters Have children define the
Use context clues. sentence frames correctly for children, if necessary. words they used.
and complete them.
VOCABULARY T271

Writing/Spelling
W R I T I N G T R A I T: W O R D C H O I C E
OBJECTIVES Explain that good writers use precise, or specific, words in their writing.
I Do
Write narratives in Write and read these sentences: I like the dog. / I like the small, brown dog.
which they recount a Help children compare them and identify the precise words.
or short sequence of Read the first paragraph on page 56 of “Finding Cal,” emphasizing big, little,
events, include details We Do
to describe actions,
soft fur, and wiry hair. Ask children to name the precise words that the
thoughts, and feelings, author uses to describe the dogs. (big, little, soft, wiry) Explain that these
use temporal words word choices give the reader information about what the dogs look like.
to signal event order,
and provide a sense of You Do
Have children write a sentence to describe what Cal looks like. Remind
closure. W.2.3 children to include precise words to describe Cal.
LANGUAGE
Help children write a Ask children to describe Ask children to describe
OBJECTIVE
sentence. Provide a Cal by his color and size. how Cal looks. Elicit
Use precise language. sentence frame to for Give them sentence details. What color is Cal?
them copy and complete. frames to complete. What size dog is he?
WORDS WITH T WOLETTER BLENDS
OBJECTIVES Read aloud the Spelling Words on T133. Segment the words into sounds
I Do
Know and apply grade- and attach a spelling to each sound. Point out the two-letter blend. Read
level phonics and
aloud, segment, and spell the remaining words; and have children repeat.
decoding words.
We Do
RF.2.3
Then read the two-letter blend slowly and ask children to repeat. Have
them write the word. Repeat the process for the remaining sentences.
LANGUAGE
OBJECTIVES
You Do
Spell words with two- spelling lists. Have children correct misspelled words on their list.
letter blends.
the words with correct corrected their words, think of other words that
spelling and say the word. have pairs quiz each other. have two-letter blends.
T272 UNIT 1 WEEK 3

WEEK 3
Grammar
SUBJECTS
OBJECTIVES
I Do
Review that the subject in a sentence tells who or what does something.
Demonstrate Write the following sentence on the board: Stan runs in the park. Read
command of the the sentence aloud. Underline the word Stan. Say: Stan is the subject. The
conventions of
standard English
subject in this sentence tells who does something. Stan runs in the park.
grammar and usage
We Do
when writing or
speaking. L.2.1 and identify the subject in each. Have them say: is the subject.
Demonstrate Marcia feeds her dog in the morning.
command of the
conventions of My kitten is sleeping on my bed.
standard English
capitalization, Your rabbit runs fast!
punctuation, and
spelling when writing. You Do
L.2.2
lives at the shelter. brings the dog home.
LANGUAGE Pair children and have them complete each sentence frame by providing a
OBJECTIVE subject based on this week’s readings. Circulate, listen in, and take note of
Recognize subjects in each child’s language use and proficiency.
sentences.
Grades K-6
Describe the illustration Ask children to describe Ask children to describe

in “Finding Cal.” Ask: Who the same illustrations and the illustrations using the
Language is walking the dog? Model then identify the subjects correct subjects in their
Transfers
Handbook a response by providing they used. Encourage sentences.
a sentence frame: _____ children to use complete
is walking the dog. Help sentences.
children identify the
subject in the sentence.
ELL Language
Transfers
Provide extra support

by pointing out the
subjects in sentences
that you read.
Make sure children
understand that every
complete sentence
must have a subject.
Remind them that a
subject is a person,
place, or thing.
Provide children with
practice locating the
subjects of sentences.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Character, Setting, Events: Sentence Clues L.1.4a Writing About Text RL.2.3,
Use Illustrations RL.2.3, RL.2.7
RL.2.7
Grade 2
Assessment Includes
Weekly
State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T274 UNIT 1
WEEK 3
TESTED SKILLS
T If … Then …
Children answer 0–6 … assign Lesson 94 on Using Illustrations from
correctly … PDFs.
Children answer 0–6 … assign Lesson 86 on Sentence Clues from

VOCABULARY multiple-choice items the Tier 2 Vocabulary Intervention online
correctly … PDFs.
Children score less than … assign Lesson 94 and/or Write About



TIER TIER
intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

TEACH MODEL

allowed Shared Read “Taking Care of Pepper,” 70–75
care Genre Narrative Nonfiction
Lexile 520L
excited
needs
roam
safe Comprehension Strategy ..................... Ask and Answer Questions, T306–T307
wandered Comprehension Skill .............................. Key Details: Use Photos, T308–T309

Genre ............................................................. Narrative Nonfiction, T320–T321
wild
Vocabulary Strategy ............................... Root Words, T322–T323
Writing Traits .............................................. Organization, T298–T299
Grammar ...................................................... Predicates, T300–T301
Go
Digital
T276 UNIT 1 WEEK 4

FRIENDS AND FAMILY
Essential Question
How do we care for animals? WEEK 4
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Lola and Tiva: An Unlikely Friendship, 82–99 “Animal Needs,” 102–103
Genre Narrative Nonfiction Genre Interview
Differentiated Text

Tara and Tiree, Pets at the White
Fearless Friends: A House
True Story Genre Nonfiction
Genre Nonfiction Lexile 470L
Lexile 230L
Classroom Library

TEACH AND MANAGE
How You Teach

Animals Need Our Care “Taking Care of Pepper” Lola and Tiva: An Unlikely
Minilessons Friendship
Ask and Answer Questions, Key Details: Animal Needs
Use Photos, Narrative Nonfiction, Root
Student
Words, Writing Traits Anthology
Workshop
66–67


PDF Online
31–40
Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Key Details Short a, Long a
Fluency
Writing Science
Sequence Basic Needs of Animals

Vocabulary
Phonics, p. 32
Comprehension
Comprehension and
Contracts Unit 1 • Week 4 • Animals Need Our Care 5
Goo Online
Onl
O
Lev
Le
Level Activities
ev Writer's
Wr Workspace
Digitall

WEEK 4
Leveled Readers Create a Collage, T332–333
Text Connections
Compare Pets, T334
Write About Reading
Weekly Assessment
37–48


4
( More
7 Activities
on back
4 4

READING
Build Background Animals Need Our Care, T284–T285 Oral Language Animals Need Our Care, T302
Oral Vocabulary Words duty, equipment, profession, Review Oral Vocabulary Words, T302
Teach, satisfaction, thorough; T286
Listening Comprehension Strategy: Ask and Answer
Model Questions, T287 Interactive Read-Aloud Cards “All Kinds of Vets,”
and Interactive Read-Aloud Cards “All Kinds of Vets,”T287 T303
Whole Group
Word Work Word Work

Apply Phonemic Awareness: Phoneme Segmentation, T288 Phonemic Awareness: Phoneme Categorization, T304
Phonics/Spelling: Introduce Short a, Long a: a_e, T288– Phonics/Spelling: Words with Short a, Long a: a_e,
T290 T304–T306
High-Frequency Words: another, done, into, move, now, Structural Analysis: Inflectional Endings -ed, -ing; T305
show, too, water, year, your; T291 High-Frequency Words, T306
Reading/Writing Workshop Vocabulary Words in Context: allowed, care, excited, Vocabulary Expand Vocabulary, T307
needs, roam, safe, wandered, wild; T292–T293 Comprehension
Close Reading of Complex Text “Taking Care of • Strategy: Ask and Answer Questions, T308–T309
Pepper,” 70–75 • Skill: Key Details: Use Photos, T310–T311
Practice Your Turn 31–32 Practice Your Turn 32–37
Leveled Reader People Helping Whales, T340–T341 Leveled Reader People Helping Whales, T340–341
Phonemic Awareness Phoneme Segmentation, on, T343 Phonemic
onemic Awareness Phoneme Categorization,
TIER
Phonics Connect to Short a, Long a: a_e, T344

4 2
44
TIER
42 2
T342
Approaching
g High-Frequency Words Review Words, T347 47
7 2
TIER
onics Blend
Phonics B 34
44 2
with Short a, Long a: a_e, T344
TIER
Level
TIER
Vocabulary Review Words, T347 Comprehension Identify Key Details, T348 48 2
Leveled Reader People Helping Whales, T350–T351 Leveled Reader People Helping Whales, T350–T351
On Level
Small Group
Phonics Build Words with Short and Long a, T352 Comprehension Review Key Details: Use Photos, T353
Leveled Reader People Helping Whales, T354–T355 Leveled Reader People Helping Whales, T354–T355
Beyond Vocabulary Review Domain-Specific Words, T356 Comprehension Review Key Details: Use Photos,
T357
Level
Shared Read “Taking Care of Pepper,” T358–T359 Leveled Reader People Helping Whales, T360–361
Phonemic Awareness Phoneme Segmentation, Phonemic Awareness Phoneme Categorization, T342
English T343 Phonics Blend with Short a, Long a: a_e, T344
Language Phonics Connect to Short a and Long a, T344 Vocabulary Review Vocabulary, T362
Vocabulary Preteach Vocabulary, T362 Writing Writing Trait: Sequence, T364
Learners
LANGUAGE ARTS Writing Process: Personal Narrative T486–T491

Whole Group

• Writing Trait: Organization, T298–T299 • Writing Trait: Organization, T312
Grammar Grammar
Grammar • Predicates, T300 • Predicates, T313
• Mechanics: Commas, T301 • Mechanics: Commas, T313
T280 UNIT 1 WEEK 4

WEEK 4
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Interactive Read-Aloud Cards “All Kinds of Vets,” T314 Oral Language Animals Need Our Care, T326 Integrate Ideas
Phonemic Awareness: Phoneme Categorization, • Write About Reading, T335
Comprehension Maintain Skill: Key Details; T315 • Research and Inquiry, T335
T327
Word Work Word Work
Phonics/Spelling: Words with Short a, Long a: a_e,
Phonemic Awareness: Phoneme Blending, T316 Phonemic Awareness: Phoneme Blending, T336
T327–T328
Phonics/Spelling: Words with Short a, Long a: a_e, Phonics/Spelling: Words with Short a, Long a: a_e,
Structural Analysis: Inflectional Endings -ed, -ing;
T316–T317 T336–T337
T327
Structural Analysis: Inflectional Endings -ed, -ing; T317 Structural Analysis: Inflectional Endings
Fluency Intonation, T318 -ed, -ing; T336
Fluency Intonation, T329
Vocabulary Reinforce Vocabulary, T319 High-Frequency Words, T337
Vocabulary Strategy Review: Context Clues:
Genre Narrative Nonfiction, T320–T321 Sentence Clues, T320 Vocabulary Review Words,
T337
Vocabulary Strategy Close Reading “Animal Needs,” 102–103
Root Words, T322–T323 Practice Your Turn 40
Integrate Ideas Research and Inquiry, T332–T333
Close Reading Lola and Tiva:
An Unlikely Friendship, 82–100
Literature
Leveled Reader People Helping Whales, T340–341 341 Leveled Reader Paired Read: “Working with Leveled Reader Literature Circle, T341
Phonemic Awareness Phoneme Blending, T342 42 2
TIER
Animals,” T341 Phonemic Awareness Phoneme Blending, T342 42 2
TIER
Phonics Build with Short a, Long a: a_e, T345 onemic Awareness Phoneme Categorization,
Phonemic Phonics Blend with Short a, Long a: a_e, T345
TIER
42 2
T342
Structural Analysi
Analysis Review Inflectional Endings Comprehension Self-Selected Reading
TIER
46 2
-ed, -ing; T346 onics Blend
Phonics B with Short a, Long a: a_e, T345
Comprehension sion Review
R Key Details: Use Photos, T349 Structural Analysis Reteach Inflectional Endings
-ed, -ing; T346
TIER
Leveled Reader People Helping Whales, T350–T351 Leveled Reader Paired Read: “Working with Leveled Reader Literature Circle, T351
Vocabulary Review Words, T352 Animals,” T351 Comprehension Self-Selected Reading, T353
Leveled Reader People Helping Whales, T354–T355 Leveled Reader Paired Read: “Working with Leveled Reader Literature Circle, T355
Vocabulary Animals,” T355 Comprehension
• Root Words, T356 • Self-Selected Reading, T357
• Extend, T356 Gifted and • Independent Study: Gifted and
Talented Caring for Animals, T357 Talented
Leveled Reader People Helping Whales, T360–T361 Leveled Reader Paired Read: “Working with Animals,” Leveled Reader Literature Circle, T361
Phonemic Awareness Phoneme Blending, T342 T361 Phonemic Awareness Phoneme Blending, T342
Phonics Build with Short a, Long a: a_e, T345 Phonemic Awareness Phoneme Categorization, T342 Phonics Blend Words with Short and Long a, T345
Structural Analysis Review Inflectional Endings Phonics Blend Words with Short a, Long a: a_e, T345 Spelling Words with Short a, Long a: a_e, T364
-ed, -ing; T346 Structural Analysis Reteach Inflectional Endings -ed,
Vocabulary Strategy Root Words, T363 -ing; T346
Grammar Predicates, T365 Vocabulary Additional Vocabulary, T363
LANGUAGE ARTS
• Writing Trait: Organization, T324 • Writing Trait: Organization, T330 • Writing Trait: Organization, T338
• Predicates, T325 • Predicates, T331 • Predicates, T339
• Mechanics: Commas, T325 • Mechanics: Commas, T331 • Mechanics: Commas, T339

A C T

instruction.

Genre Nonfiction Narrative, T295
Taking Care of Pepper

Lack of Prior Knowledge Wildlife
Conservation, T323B
Specific Vocabulary Context Clues, T323G,
T329B
Lola and Tiva: An Unlikely Friendship

“Animal Needs”

SCAFFOLD
support Workshop “Taking Care People Helping Whales,
of Pepper,” T358–T359 T360–T361
THEN scaffold instructions using the “Working with Animals,”
small group suggestions. T361
WEEK 4
more complex text.
T365
Quick Check
T309
Comprehension Skills Key Details: Use Photos, T311
Genre Narrative Nonfiction, T321 Beyond
Vocabulary Strategy Root Words, T323

Phonics/Fluency Short a, long a: a_e, Intonation, T351
T317, T329

On Level
ing
Approach ELL
T341 T 361
T361
Additional Vocabulary T363 Root Writing Spelling Grammar

care needs Words T363 Sequence, T364 Words with Predicates, T365
exercise stall Short a, Long a,
T364

DAY 1 behavior
behavior
allowed a b c
Visual Vocabulary Cards Think Aloud a ai_ _ay

Clouds a_e ea ei
allowed roam Interactive
care safe Read-Aloud train
Reading/Writing excited wandered Cards behavior
Workshop behavior
another
needs wild Sound-
Spelling
Word Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
fpo How do we care for animals? Digital
With children, read the Essential Question on page 66 of the Reading/Writing
Workshop. Explain that every animal has needs, or things it must have to live
and grow. Tell them that people can care for, or look after, animals.
Reading/Writing
Workshop With children, discuss the photo of the guinea pig. Focus on the needs
of animals and the care people can give them.
OBJECTIVES Animals Need
‡ A guinea pig needs food to help it grow and stay healthy. Care
Build on others’ talk
in conversations ‡ This animal needs clean water to drink and fresh air to breathe.
by linking their ‡ A clean, dry home, or shelter, keeps the guinea pig safe and comfortable.
comments to
the remarks of
others. SL.2.1b Talk About It
Video
Ask: How can people care for a guinea pig? What are the needs of a
Build background
COLLABORATE guinea pig? Why does a guinea pig need fresh food and water? What else
knowledge.
does a guinea pig need to stay safe and be comfortable? Have children
ACADEMIC
discuss in pairs or groups.
LANGUAGE ‡ Model using the Concept Web to talk about the needs of animals and Photos
care, needs how people can care for them. Add children’s responses.
Graphic
Add New Ideas As children engage in partner, small-group, and Organizer
peered
‡ stay on topic.
‡ build on the ideas of others.
‡ connect their personal experiences to the conversation. Visual Glossary
T284 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Essential Question
How do we care for animals?
Go Digital!
All animals have needs. People give the

animals what they need to live.
Animals need:
fresh food and water each day
air to breathe
a safe place to live
Talk About lt
Work with a partner. Tell how people
care for animals. Write your
ideas on the word web.
Animal Care
ImageState/Alamy
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SCAFFOLD GRAPHIC ORGANIZER 61
Use Visuals Point to Identify Help children Discuss Have children
the guinea pig. This is a to identify the needs of describe the needs of a
guinea pig. We can care a guinea pig. What care guinea pig and the care
for this pet. It has needs. does a guinea pig need to it should have. Why does
Point to the food and help it grow? Do guinea a guinea pig need fresh
bedding: A guinea pig pigs need water and air? food and water? Why
needs food. It needs a What kind of home does should it have a clean,
place to live. Gesture or a guinea pig need? dry home? Talk about
pantomime and say: the care people should
Guide children to use a
A guinea pig needs give this pet. Correct the
concept word in their
water to drink and air to meaning of children’s
response. Repeat correct
breathe. Have children responses as needed.
responses slowly and
repeat after you. Model
clearly to the class.
correct pronunciation as
needed.

WHOLE GROUP
DAY 1
Build the Concept
5
Mins
Oral Language
questions about COLLABORATE needs of animals and how people care for animals.
what a speaker says
in order to clarify
comprehension,
information, words below. Prompt children to use the words as they discuss caring
or deepen
for animals. 001_004_CR14_NA_IRA_2_U1W4_187770.indd Front1 2/3/12 2:05 PM
understanding All Kinds of

of a topic or Vets
issue. SL.2.3
Oral Vocabulary Routine
• Develop oral
language. Define: A duty is something a person is supposed to do, such as a job or a chore.
• Discuss the Example: The mail carrier’s duty is to deliver the mail to homes and stores. © The McGraw-Hill Companies, Inc.
Essential Question. Ask: What are some of the duties of a firefighter? Think Aloud
Cloud
Define: Equipment includes all the special things, or supplies, that you need to
ACADEMIC
do something.
LANGUAGE
informational text, Example: When my family goes camping, we need sleeping bags, a tent, and
question other special equipment.
Ask: Name something you like to do, such as biking, making jewelry, or building
models. What equipment do you need?
Define: Professions are jobs that people have been trained to do.
Example: People who choose professions, such as medicine or teaching, go to
college for many years.
Ask: What profession might you want when you grow up?
Define: Satisfaction is the good feeling you have when you have done a good job.
Example: Manuel gets a lot of satisfaction from doing his schoolwork well.
Ask: Complete this sentence: I get a lot of satisfaction when I .
Define: When you are thorough, you do a job carefully and finish it.
Example: Olivia worked hard on her report and did a thorough job.
Ask: If your parents ask you to do a thorough job cleaning your room, what do
they mean?
T286 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Listening
Comprehension
10
Mins
Read “All Kinds What
is it lik
e to go
to sc
Intera
ct ive
Read
of Vets”
hool
Child in an
other Aloud
ren go coun
to sch tryl? Or al
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
every e all Define
Ho gs
Tell children that you will read an

mmon y.
schoo :
ru is take l
seen n hap that
ek 1
is
informational text about different

in you
are som
home the en
d fro ?
Inc.
again of the m
nies,
. day,
the
-Hill Compa
McGraw
TK
types of veterinarians. Display the
tion Credits
ENGL
ht © The
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
Interactive Read-Aloud Cards. 1

Intens
In
Us theive Vocabu
Use
erent?

introductive Rea
in How por
nt?
to Use t
ce the d Aloud the
underli Cards
ned wo to
rds.
Strategy: Ask and Answer 001_004_CR14_NA_IRA_2_U1W4_187770.indd Front1 2/3/12 2:05 PM

Questions
1 Model Explain to children that as they read an informational text,
they can ask themselves questions about parts that they don’t
understand or that they want to know more about. This can help
them better understand the information in the text.
Think Aloud You can ask yourself questions about the
information in the text and look for answers as you listen to the
selection. As we read “All Kinds of Vets,” ask yourself questions
about what the vets are doing. Then look for answers in the words
and pictures.
2 Apply As you read, use the Think Aloud Cloud to model the
strategy. Then have them think of a question that they have about
the text.
Think Aloud Remember, you can ask questions as you read and
look for the answers in the selection. For example, we learned that
pets don’t have to be sick to go to the vet. I’ll ask myself, ”Why
else would pets go to the vet?” As I read the pages I’ll look for the
answer to my question.
ENGLISH LANGUAGE
After reading, have children share what they learned about how Synonyms and Circumlocution
Remind children that they can
COLLABORATE veterinarians take care of animals. Then have them discuss the
ask for synonyms to help clarify
questions they asked themselves and how they found their answers. words or expressions they do not
understand. Ask: What is another
word for injured? (hurt)

WHOLE GROUP
Quick Review

o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d, f,
g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound.
5
Mins
Phonemic Awareness
Know and apply
1 Model Introduce /a/. Have children listen as you say each sound in
Digital
grade-level phonics
and word analysis the word cap. Together count the sounds. Listen as I say each sound in
skills in decoding the word cap: /k/, /a/, /p/. Let’s count the sounds. That’s right, there are
words. RF.2.3
three sounds in cap. Repeat with bat, slam, trap.
Introduce /ā/. Have children listen as you say each sound in cape: /k/,
short vowels when
reading regularly /ā/, /p/. Together count the sounds. Repeat with bake, skate, plane.
Phonemic
words. RF.2.3a 2 Guided Practice/Practice Guide children to practice with the Awareness
following examples. Do the first two with them. I will say a word. Tell
• Segment phonemes me the sounds in each word. We’ll do the first two together.
in a word.
map late make
• Apply phonics
when decoding gate name wax train
words with short Phonics

cab date fade
and long a.
10
Mins
Phonics a ai_ _ay
a_e ea ei
train
Introduce Long a (a_e) Sound-Spelling Card
1 Model Display the Train Sound-Spelling Card. Teach /ā/ spelled
a_e. Use minimal contrast pairs to show how the vowel team a_e
SKILLS TRACE
forms the long a sound. This is the Train Sound-Spelling Card. The
Phonics sound is /ā/. This is the sound in the middle of the word train. Listen:
INTRODUCE Unit 1 Week 4 /trāāān/, train. Today we will learn one spelling for the /ā/ sound. Look
Day 1 at the word I wrote: cap. This word has the short a sound, /a/. Watch as I
REVIEW Unit 1 Week 4 Day add e to the end of the word. The new word is cape. The a and e act as a
2, Day 3, Day 4, Day 5 team to make long a, /ā/. Listen /kāp/. I’ll say /ā/ as I write the letters a_e
ASSESS Unit 1 several times.
letters a_e to the /ā/ sound. Display the Train Sound-Spelling Card
and write a_e. Now do it with me. Say /ā/ as I write the letters a_e. This
time, write the letters a_e five times as you say the /ā/ sound.
T288 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Blend with Short a and Long a (a_e)

ENGLISH LANGUAGE
1 Model Display the Word-Building Cards t, a, p. Model blending LEARNERS
the sounds. This is the letter t. It stands for /t/. This is the letter a. It
stands for /a/. This is the letter p. It stands for /p/. Listen as I blend Phonemic Awareness: Minimal
these sounds together: /taaap/. Model adding final e to tap. Point Say /a/ and note your mouth
out the CVC and CVCe patterns. When I add e to tap, the e does not position. Have children repeat. Use
make a sound. The a_e stands for the long a sound. Listen as I say the the articulation photos. Repeat for
new word: /tāp/. Say the two words with me: tap, tape. /ā/. Have children say both sounds
and note the differences. Continue
Continue by modeling the words mad, made and fad, fade. with tap/tape, mad/made, rat/rate.
2 Guided Practice/Practice Display the Day 1 Phonics Practice Phonics: Variations in Language
In some native languages,
Activity. Read each word in the first row, blending the sounds, for including Spanish, e is pronounced
example /baaad/. The word is bad. Have children blend each word /ā/. Native speakers of Spanish may
with you. Prompt children to read the connected text, sounding write e instead of long a in many
out the decodable words. words. They may also pronounce
the silent e at the end of some long
a words. Have children practice
pronouncing save, drape, lake.
bad black trap snack cake Practice with Approaching Level
phonics lessons.
name safe wake made rake
skate trap plate state track
drape frog stamp skunk blame
Brad and Jane ate grapes as a snack.

A cat drank milk from a plate.
Is it safe for Dad and Pat to skate on the lake? ONLEVEL PRACTICE BOOK p. 32
Also online The letter a can stand for the short a sound you hear in can.
The long a sound you hear in cane can be spelled a_e.
A. Circle one short a word and one long a word in each

Phonics Practice sentence. Write each word in the correct list below.
1. The ducks quack in the lake.
2. We wave to the man on the bus.

Corrective Feedback short a long a
Sound Error Model the sound that children missed, then have 3. quack 5. lake
4. man 6. wave
them repeat the sound. Say: My turn. Tap under the letter and say:
Sound? /ā/. What’s the sound? Return to the beginning of the word. The ending -ing can be added to a verb to show that an action is
happening now or it happened in the past. The ending -ed can
be added to a verb to show action that has already happened.
Say: Let’s start over. Blend the word with children again.
py g
B. Add -ed and -ing to the end of each word. Write the
two new words.
p
1. fix fixed fixing
2. pack packed packing
3. play played playing
4. lock locked locking

p. 32 p. 32 p. 32
WORD WORK T289

WHOLE GROUP
Quick Review
DAY 1 High-Frequency Words: Read,
Word Work Spell, and Write to review last

week’s high-frequency words: she,
by, boy, girl, he, small, what, were,
want, here.
5
Mins
Spelling
OBJECTIVES Words with Short a and Long a Go
Demonstrate
Digital
command of the
capitalization,
Spelling Word
when writing words
they together
boy ‡ boil. L.2.2d bag Meg gave me a bag of nuts.
how eat
Know and apply cap I wore a red cap to school.
grade-level phonics
and word analysis
ham I like ham for breakfast. High-
in decoding bake Mom will bake a cake for my party. Frequency
ate John ate a sandwich for lunch.
Distinguish long and mad Jill was mad when it rained on Sunday.
short vowels when
reading regularly back My desk is at the back of the room.
spelled one-syllable cape I like my pretty blue cape.
words. RF.2.3a made The sweater was made from red wool.
Spell words with rake Sam and Pam rake the leaves.
short a and long a. still It is still light outside.
belt I like to wear a black belt with this dress.
into Tina was the last person to get into the car.
done Brett waited until she was done.
ENGLISH LANGUAGE your What would you like to do for your birthday?
LEARNERS
Spelling Review the
meaning of these
words by using
pictures, pantomime, or
gestures when possible.
Have children repeat or
act out the definition as
they repeat the word.
T290 UNIT 1 WEEK 4

DAY 1 • WEEK 4
10
Mins
another, done, water, your, into,
show, now, too, move, year
1 Model Display the High-Frequency Word Cards another, done,
water, your, into, show, now, too, move and year. Use the Read/Spell/
Write routine to teach each word.
‡ Read Point to and say the word year. This is the word year. Say it
with me: year. We were in first grade last year.
‡ Spell The word year is spelled y-e-a-r. Spell it with me.
‡ Write Let’s write the word in the air as we say each letter: y-e-a-r.
‡ Follow the same steps to introduce another, done, water, your,
into, show, now, too, and move.
irregularities in sound/spellings, such as the /ü/ sound spelled
o in the word into.
‡ Have partners create sentences using each word.
COLLABORATE

1. What year is this?
Monitor and
2. I wore another top with my pants.
Differentiate
3. Is your work done?
4. We like to drink water.
5. Where is your backpack?
Quick Check
Q
6. Kate ran into the house. Can children read and decode
words with short and long a?
7. Dad will show Sam how to add.
8. Bob will make a kite now. high-frequency words?
9. Will Dan come with us too?
10. I will move the dog bed into the next room.
WORD WORK T291

WHOLE GROUP
DAY 1
Vocabulary
10
Mins
Words in Context
Digital
Vocabulary
ulary Routine
Define:
Example:
e: peered
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When an animal roams, it moves around freely. Visual Glossary
Demonstrate
understanding of Example: Lions roam the plains in Africa.
word relationships Ask: Describe how you move when you roam.
and nuances in word
meanings. L.2.5
Identify real-life
connections between Definitions
words and their use
‡ allow When you are not allowed to do something, you do not
that are spicy or have permission.
juicy). L.2.5a ‡ care When you care for something, you meet its needs.
Determine the
meaning of words
‡ excited When I am excited, I am all worked up about something
and phrases in a text that happened.
relevant to a grade 2 ‡ needs A person’s or an animal’s needs are things they must
topic or subject
area. RI.2.4
have.
‡ safe When I am safe, I am free from harm or danger.
ACADEMIC ‡ wandered During a snowstorm, the animals wandered around
LANGUAGE looking for shelter.
• definitions, meanings,
vocabulary
‡ wild The wild is a place in nature where animals live.
• cognate: definìcion,
vocabulario Talk About It
Have children work with a partner. Have them look at each picture and
COLLABORATE discuss the meaning of the Vocabulary word. Then have them choose
three words and write questions for their partner to answer.
T292 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Vocabulary
roam Lions roam the plains in Africa.
Describe how you move when
Use the picture and sentence to learn each word. you roam.
allowed Dogs are not allowed on safe Wearing a seatbelt keeps me

the beach. safe on the school bus.
What things are allowed at How can you stay safe when
school? riding a bike?
care I help care for my little brother. wandered A bear cub wandered away
Tell how you take care of your from its mother.
belongings. What is the opposite of
wandered?
(t) Panthera Productions/Getty Images; (tc) Wealan Pollard/Getty Images; (bc) Radius Images/Getty Images; (b) Corbis
(t) Tom Hoenig/Getty Images; (tc) Somos Images/Alamy; (bc) Nancy Ney/Getty Images; (b) Steve Lyne/Getty Images
excited The girls were excited to play wild Bears and raccoons live in
with their new puppy. the wild.
What would you be excited about Name some animals you have
seeing or doing? seen in the wild.
L ABOR ATE
CO L
needs Food and water are some of the
Your Turn
needs of every animal.
What are your needs? Pick three words. Write three questions
for your partner to answer.
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allowed care excited needs
ENGLISH LANGUAGE LEARNERS roam safe wandered wild
SCAFFOLD Choose the word that makes sense in each blank. Then
write the word on the line.
1. The children were about getting a new pet.

Beginning Intermediate Advanced excited
Use Visuals Let’s look at Explain Have children Discuss Display the 2. Dogs are not in the park. allowed
the picture for the word make a concrete picture for wild and 3. A cat that has from its yard might get lost.
needs. Point to the dog connection to read the sentence. wandered
eating. Guide children to vocabulary words by Then ask: What other 4. The girl takes of her pet hamster. care
understand that a dog asking questions, such as things can you find in the 5. An animal living in the is different than a pet.
needs food and water. Why might a horse need a wild? Guide children to wild
Ask: What other needs large area to roam in? name and discuss other 6. A pet’s include water, food, and exercise.
does a dog have? Discuss animals and plants that needs
that a dog also needs a live in the wild. Repeat 7. Our cat keeps her kittens from danger. safe
place to live and air to with other vocabulary 8. Pets live with people, but wild animals free.
breathe. words, discussing each roam
word. APPROACHING BEYOND ELL

p. 31 p. 31 p. 31
VOCABULARY T293
WHOLE GROUP
DAY 1
E REA
OS
Comprehension
CL
DIN
G
10
Mins
Shared Read
Animals Need Our Care
Digital
Explain to children that “Taking Care of Pepper” will tell them more about
how people care for animals, in this case, how a boy cares for his horse.
Reading/Writing
Workshop After reading each page, have partners discuss what they have learned Have you ever been on a farm? Jack
COLLABORATE about how the boy cares for his horse.

lives on a farm. He has a horse named
Pepper. Jack helps take care of Pepper.
Looking after a horse is a big job. A
Essential Question horse has many needs. There are a lot
Alaska Stock Images/National Geographic Stock

How do we care for animals? of things a horse must have to live.
Read about how a boy cares
altrendo images/Getty Images

for a horse.
70 71
OBJECTIVES
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Taking Care
Read with sufficient Use Vocabulary Words in Context of Pepper
accuracy and allowed care excited needs
fluency to support
comprehension. roam safe wandered wild
RF.2.4
The highlighted words in the text are the vocabulary words children
Read on-level text have learned. As you read, have them discuss the meaning of the
with purpose and
words.
understanding.
RF.2.4a
Identify meanings
Close Reading
of words used in Reread page 71: Tell children that you are going to take a closer look
context.
at the paragraph on page 71. Reread the paragraph together. Lead
children to ask questions about the text after reading. Ask: What
does Jack do on the farm? Model how to cite evidence to answer the
question.
The text says Jack has a horse named Pepper. Jack helps take care of
Pepper’s many needs. That is his job on the farm.
T294 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Have you ever been on a farm? Jack



for a horse.
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Genre
Some children may be unfamiliar with the concept of narrative
nonfiction. They may think that “Taking Care of Pepper” is fiction
because it contains characters and tells about events. As a result,
children may not realize that the information that it gives about
farms and taking care of animals is true.
‡ Explain that this selection is nonfiction. It gives information
about a real boy who lives on a farm and takes care of a horse.
‡ Use the photographs on pages 72 and 73 to help children
visualize and review what a farm and horse are, and to talk
about items that are found on a farm, such as a barn.
COMPREHENSION T295
WHOLE GROUP
DAY 1
Next, Jack strokes Pepper’s brown coat
and it feels smooth. Then Jack leaves to go
to school. But his work is not done!
At 3:00 p.m., Jack rides the bus back
home. He has a snack and does his
homework. Next, his mother gives him
an apple for Pepper. Then they go to
visit Pepper.
Pepper stomps
his hoof and nods
his head when he Jack feeds Pepper hay and
sees Jack. fresh water every day.
Every morning, Jack wakes up at

5:00 a.m. He and his father go to Pepper’s
stall. The stall keeps Pepper safe from bad
weather and other dangers.
When Pepper sees Jack, the horse gets
excited. Jack smiles when the horse gets
all worked up.
Andy Crawford and Kit Houghton/Getty Images

First, Jack gives Pepper hay to eat. While
Pepper eats, Jack cleans Pepper’s stall. He
shovels out the dirty hay and sawdust.
Tom Joslyn/Alamy
Then he puts down fresh padding.
72 73

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OS
CL
Shared Read
DIN
G

Reread page 72: Tell children that you are going ESSENTIAL QUESTION
to take a closer look at page 72. Together, read the Have children to go back into the text for evidence
first three paragraphs. Ask: How do Jack and his as they tell a partner about the ways people care
father care for Pepper? Model how to cite evidence for horses.
to answer the question.
The author tells us that Jack and his father go to
Pepper’s stall very early in the morning. The stall
keeps Pepper safe from bad weather and other
dangers. Jack gives Pepper hay to eat. He also cleans
Pepper’s stall and puts down padding.
T296 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Jack and his mom find Pepper in a field. Jack puts the saddle on
Pepper is allowed to roam. He can walk Pepper. He places the bit in
all around the field. He was drinking after Pepper’s mouth. Mom does
having wandered the field. All that walking the same thing with her
here and there made Pepper thirsty! horse, and they ride
Now it is time for Pepper’s exercise. horses together.
In the wild, horses run many hours a day. When they are finished
Jack’s Dad checks for
But Pepper does not live out in riding, Jack grooms Pepper. rocks in Pepper’s
hooves. If he sees
nature. Jack must make sure He brushes his mane, tail, one, he must
get it out.
Pepper gets the exercise and fur.
he needs. Finally, Jack gives Pepper
more hay and refills his water bucket.
Pepper must have
exercise each day. “See you in the morning,” Jack says.
Pepper nods his head as if to say,
“Yes, I’ll be waiting!”
Make Connections
How do people care for horses?
ESSENTIAL QUESTION
Compare the needs of a horse and

another pet you know. Which needs
Carol Walker/naturepl.com
Ole Reidar Gunnberg/Alamy

more care? TEXT TO SELF
74 75

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Continue Close Reading Clarify the Meaning ELLs may not be familiar with
Use the following lessons for focused rereadings. the content area vocabulary hay, sawdust and padding
on page 72. Explain the meanings and reread the
‡ Ask and Answer Questions, T308–T309 sentences containing these words. Then help children
‡ Key Details, T310–T311 complete sentence frames such as: Horses eat dried
grass called . When you grind up wood into small
‡ Genre and Text Features, T320–T321 bits, it is called . gives the horse something
‡ Root Words, T322–T323 soft to stand on. Have students repeat each of the
following words on page 75 and guide them to point
to examples in the photographs: saddle, bit, grooms,
mane, tail, fur.
SHARED READ T297

WHOLE GROUP
DAY 1
Language Arts
5
Mins
OBJECTIVES Discuss the Expert Model Go
Write informative/
1 Explain that writers express their ideas in a sequence, or order, that
Digital
explanatory texts in
which they introduce makes sense to the reader. To put their ideas in order, writers
a topic, use facts and ‡ sometimes use words, such as first, next, then, and last. Editing Marks
Add
definitions to develop
Add a period.
Make lowercase.
Grammar Handbook
Writers put their ideas in an order, or Mia wrote an informational text. Predicates
sequence, using words such as first, next, Read Mia’s revision. See page 475.
then, and last. Reread the passage from
“Taking Care of Pepper.”
Read aloud the expert model from “Taking Care of Pepper.” Ask
Studentt Model
Stude ode
points, and provide a

Expert
p Model Caring for a Dog
Organization A dog needs love and care.
Sequence First, Jack gives Pepper hay
Identify the to eat. While Pepper eats, Jack First, take your dog for a walk
words that show cleans Pepper’s stall. He shovels Then
the sequence. out the dirty hay and sawdust.
each morning. Give him food L ABORATE
CO L
How do these
words help you? Then he puts down fresh and water. Your Turn
padding.
Take your dog for another Identify the
concluding statement children to listen for the sequence words that help them understand
Next, Jack strokes Pepper’s sequence words
brown coat and it feels smooth.
walk in the evening. Remember Mia used.
Identify predicates.
Then Jack leaves to go to school. to play with your dog Give him
COLLABORATE Last,
Tell how revisions
But his work is not done! improved her
a bath when he is dirty. Take
writing.
him to the vet once a year. Go Digital!
Write
W it online
or section. W.2.2
80 81
the order in which Jack cares for his horse Pepper. Have children talk
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Present the
Demonstrate with a partner to identify the sequence words. Lesson
command of the
conventions of
standard English,
capitalization,
punctuation, and Remind children that expressing ideas in a clear sequence, or order,
spelling when helps readers understand the writer’s message. Read aloud the student
writing. L.2.1
draft about taking care of a dog. As children follow along, have them Writing
focus on the sequence words the writer added to her draft.
ACADEMIC Invite partners to talk about the draft and the sequence words Mia
LANGUAGE
COLLABORATE added. Ask them to suggest other places where Mia could add
organization,
sequence, order sequence words for a better organization.
WRITING ENTRY: SEQUENCE

W
Write about taking care of a pet. Put your ideas in an order that
makes sense. Be sure to use sequence words, such as first, next,
then, and last.
2 Draft Guide children to choose a topic, make notes, and write
a draft. Remind them to use sequence words as they write.
T298 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Editing Marks
Add
Add a period.
Make lowercase.
Grammar Handbook
Writers put their ideas in an order, or Mia wrote an informational text. Predicates
sequence, using words such as first, next, Read Mia’s revision. See page 475.
then, and last. Reread the passage from
“Taking Care of Pepper.”
Studentt Model
Stude ode
Expert
p Model Caring for a Dog
Organization A dog needs love and care.
Sequence First, Jack gives Pepper hay
Identify the to eat. While Pepper eats, Jack First, take your dog for a walk
words that show cleans Pepper’s stall. He shovels Then
the sequence. out the dirty hay and sawdust.
each morning. Give him food L ABOR ATE
CO L
How do these
words help you? Then he puts down fresh and water. Your Turn
padding.
Take your dog for another Identify the
Next, Jack strokes Pepper’s sequence words
brown coat and it feels smooth.
walk in the evening. Remember Mia used.
Identify predicates.
Then Jack leaves to go to school. to play with your dog Give him
Last,
Tell how revisions
But his work is not done! improved her
a bath when he is dirty. Take
writing.
him to the vet once a year. Go Digital!

Write
W it online
80 81

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SCAFFOLD

Complete Sentences Write Sentences Lead Respond Help children
Complete
Provide model sentences Write Sentences
children Lead
to write three Respond
respond to Help
thechildren
prompt.
Genre Writing
G
Sentences
based on the Provide
prompt: children to write
sentences based on three toRemind
respond themthe
to to use
model sentences based sentences based Expository Text
the prompt. Helponthem prompt.
sequenceRemind
wordsthemthat
onA dog needs care.
the prompt: , it the prompt. Help them tohelp
usethem
sequence words For full writing process lessons
identify three sequence put their
needs water each day. identify three sequence that helpinthem putorder
their
A dog needs care.
it needs food. , ,
words to help order writing a clear and rubrics, see:
words to help in
their writing order
a way writing in a clear
for their readers. order
ititneeds
needswater
threeeach
walksday.
and their writing in
that makes sense.a wayGuide for their readers. ‡ Friendly Letter, pages
itexercise.
needs food. <WOL>,
that
themmakes sense. Guide
to brainstorm T480–T485
it needs three walks and
Help children complete them to brainstorm
sequence words.
exercise. Help children ‡ Personal Narrative,
the sentence frames sequence words.
complete the sentence
with sequence words. pages T486–T491
frames with sequence
words.
LANGUAGE ARTS T299

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Grammar
Go
OBJECTIVES Predicates Digital
Demonstrate
command of the 1 Explain/Model Explain that every sentence must have a predicate.
conventions of Tell children that they can identify the predicate in a sentence by asking
standard English themselves, What does the subject of the sentence do?
grammar and usage
when writing or Sam finds a kitten. I see a fish.
speaking. L.2.1 He takes the kitten home.
Demonstrate
Model identifying the predicate in the first sentence. Grammar
command of the
conventions of Think Aloud What does Sam do in this sentence? Sam finds a kitten.
standard English
capitalization, Finds a kitten is the predicate.
punctuation, and
Repeat with the second sentence. Then tell children that the order of
spelling when
writing. L.2.2 words in a sentence must make sense. Explain that the word order gives
a sentence its meaning. Point out that in many sentences the word
order is subject + predicate + other words.
ACADEMIC
LANGUAGE 2 Guided Practice/Practice Display the sentences below and read
sentence, predicate, them aloud. Have partners first identify the subject of each sentence
subject, word order
and then identify the predicate. Guide children to identify the predicate
by having them ask, What is this sentence about? What does the subject of
the sentence do?
The monkeys played in the trees.
They jumped from branch to branch.
Talk About It
Add Predicates Have children work with a partner. Have one partner
COLLABORATE say a subject. Have the other partner say a predicate to make a
sentence. The sentences should tell about caring for a pet. Explain that
the predicates should tell what the subject does to care for a pet.
T300 UNIT 1 WEEK 4

DAY 1 • WEEK 4
Mechanics: Commas • Every sentence has a subject and a predicate.

• The subject tells who or what the sentence is about.
1 Explain/Model Explain to children that a comma comes after a • A predicate tells what the subject is or does.
• In many sentences, the word order is subject +
sequence word when it begins a sentence. Remind them that a predicate + other words.
Les feeds the fish.
comma signals a slight pause when they read the sentence aloud. predicate
Lead children to identify the sequence words in the student model. A. Draw a line from each subject on the left to its predicate
on the right.
Point out that Mia used a comma after the sequence words first, then, 1. The fish barks at the children.
and last. 2. Mom and Dad feed the animals.
3. The dog swims in the fish tank.

2 Guided Practice/Practice Display the sentences below and read 4. The children buy pet food.
py g
them aloud. Have partners note the comma after each sequence B. Draw a circle around the predicate.
word. Have them take turns reading the sentences aloud, pausing 5. Jake rides his horse every day.
p
6. Samantha feeds her lizard.
slightly after each comma.
First, Carol gives her cat water.
Next, she gives her cat food.
Last, she plays with her cat. 016_020_CR14_NA_GPB_2_U1W4_118662.indd 16 1/10/12 3:27 PM
Daily Wrap Up
words. Ask: What pets and other
animals did we learn about that need
our care? What care does a horse need?
those skills?
LANGUAGE ARTS T301

DAY 2 behavior
behavior
allowed a b c
Word-Building
behavior
behavior
another Aa
Cards Word Cards a
allowed roam Interactive

care safe Read-Aloud apple
Reading/Writing excited wandered Cards behavior
behavior
ate
Workshop needs wild Sound-
Spelling
Spelling Word Cards
Cards
Build the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
OBJECTIVES
Recount or describe Remind children that this week you’ll be talking and reading about the Digital
key ideas or details needs of animals and the how people care for animals. Remind children
from a text read of the animals vets care for in “All Kinds of Vets,” and the care Jack gives
his horse Pepper in “Taking Care of Pepper.” Guide them to talk about
presented orally
or through other the question using information from what they have read and talked
media. SL.2.2 about on Day 1.
All Kinds of
• Develop oral Review Oral Vocabulary Vets
language.
Review the oral vocabulary words duty, equipment, professions,
• Discuss the
Essential Question. satisfaction, and thorough using the Define/Example/Ask routine.
• Retell story events. Encourage children to discuss caring for animals when coming up with
examples of each word.
LANGUAGE
questions
T302 UNIT 1 WEEK 4

DAY 2 • WEEK 4
Listening
Comprehension
5
Mins
Reread “All Kinds What
is it lik Intera
ct ive
of Vets”
e to go
to sc Read
hool
Child in an
other Aloud
ren go coun
to sch tryl? Or al
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
Tell children that you will reread “All

es?
learn
to
ek 1
is
Kinds of Vets.” Display the Interactive

e the get to e child pets
in you
are som
boat schoo ren tak r neighb e commo
ba ck l. At e a boat orhood n
home the en
d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
Read-Aloud Cards.
McGraw
TK
tion Credits
ENGL
ht © The
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?

Intens
In
Us theive Vocabu
Use
in How por
ce the d Aloud the
underli Cards
ned wo to
rds.
Questions 001_004_CR14_NA_IRA_2_U1W4_187770.indd Front1 2/3/12 2:05 PM
Remind children that they can ask Interactive Read-Aloud Cards

themselves questions about the text as they listen to the selection.
This can help them understand and clarify the information. As we
reread, “All Kinds of Vets,” ask yourself questions about the selection. I
can ask myself, How is a wildlife veterinarian different from a vet that
cares for family pets? The text tells me that these vets must know about
different kinds of wild animals. When they treat these animals, they give
them medicine so that they sleep during the examination. This makes the
animals less dangerous to treat.
Read aloud “All Kinds of Vets.” Pause to model using the strategy.
Prompt children to ask questions. Guide them to use the text to find
answers.
Model Retelling
Pause to retell part of the selection. I can put the information from
the text and photos in my own words. So far, I have read that animals
visit the vet not only when they’re sick but also for checkups to help ENGLISH LANGUAGE
them stay healthy. I also read that there are different kinds of vets. Some LEARNERS
veterinarians care only for pets. Others are wildlife veterinarians.
Retell Guide children to retell the
Explain that when children retell an informational selection, they selection by providing a question
should focus on choosing and explaining important facts and details. prompt for each card. For example:
What is a veterinarian? What do
Retell the Selection wildlife veterinarians do? Provide
sentence starters for children to
After reading, guide children to retell the entire selection. Tell them to complete orally. A veterinarian
focus on the important facts and details. You may wish to let children is a doctor that . A wildlife
use the Interactive Read-Aloud Cards to help them retell the selection. veterinarian cares for .

WHOLE GROUP
Quick Review
DAY 2
1 Build Fluency: Sound Spellings
Word Work Display the Word-Building Cards a_e,

a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c,
5
Mins
Phonemic Awareness
Know and apply
1 Model Show children how to categorize medial phonemes. Listen as
Digital
grade-level phonics
and word analysis I say three words: fame, cake, hat. Two words have the /ā/ sound in the
skills in decoding middle, and one word does not. The words fame and cake have the /ā/
words. RF.2.3
sound in the middle. The word hat does not. It does not belong.
Continue modeling phoneme categorization with the following
short vowels when
reading regularly word sets.
Phonemic
spelled one-syllable pin/mat/cab lake/tap/same lip/gate/bake trap/cake/plan Awareness
words. RF.2.3a
2 Guided Practice/Practice Have children practice categorizing
• Categorize phonemes. Do the first one together. Listen for the sounds in the three
phonemes words.
words I say. Which words have the same vowel sound in the middle? c a t
• Blend and build
words with short
Which word does not belong? The words are make, bat, tame. Which
and long a. words have the same vowel sound in the middle? (make, tame) Which Phonics
word does not belong? (bat) Repeat with task/stamp/frog, drum/vane/
came, and sled/task/glass.
ACADEMIC
LANGUAGE Have children categorize phonemes with the following phonemes. I the jar.
categorize, blend fill fills filling
tag/fat/run wade/trim/state stop/drape/spot spade/jab/drake
Structural
Analysis
5
Mins
Phonics
Review Short a /a/ and Long a /ā/
1 Model Display the Apple Sound-Spelling Card. Review /a/ spelled a
using van and cat. Repeat with the Train Sound-Spelling Card for /ā/
spelled a_e, using cape and tame.
letter a and the /a/ sound. Point to the Apple Sound-Spelling Card.
What is this letter? What sound does it stand for? Repeat with the Train
Sound-Spelling Card for the /ā/ sound for the a_e spelling.
T304 UNIT 1 WEEK 4

DAY 2 • WEEK 4
Blend with Short a and Long a (a_e)

ENGLISH LANGUAGE
1 Model Display Word-Building Cards p, l, a, n. Model how to blend LEARNERS
the sounds. This is the letter p. It stands for /p/. This is the letter l. It
stands for /l/. This is the letter a. It stands for /a/. This is the letter n. Phonics: Build Vocabulary
It stands for /n/. Listen as I blend these sounds together: /plaaan/. words that can be explained or
Say it with me: plan. Repeat the model for /ā/ by adding the Word- demonstrated in a clear way. For
Building Card e and blending the word plane. example, say the word cat and
meow like that animal. Model
‡ Continue by modeling the words can, cane and rat, rate. the actions for trade and mad,
saying “I will trade my eraser for
2 Guided Practice/Practice Repeat the routine with children with your pencil.” Have children repeat.
cat, fan, quack, quake, at, ate, pan, pane, jam, lack, lake, late, name. Provide sentence starters, such
as I can , for children to
complete. Correct grammar and
Build with Short a and Long a (a_e) pronunciation, as needed.
1 Model Display the Word-Building Cards m, a, d. Blend: /m/ /a/ /d/,
/mmmaaad/, mad.
‡ Add e to the end of mad and repeat with made.
‡ Replace m with tr and repeat with trade.
‡ Change t to g and repeat with grade.
2 Guided Practice/Practice Continue with wade, wake, wave, gave,
game, came, tape, tap, cap, cape, cane, can. Guide children to build and
blend each word.
5
Mins
Structural Analysis
Inflectional Endings -ed, -ing The letter a can stand for the short a sound you hear in can.
The long a sound you hear in cane can be spelled a_e.
1 Model Write and read aloud pack, packed. Underline the ed. Tell A. Circle one short a word and one long a word in each
sentence. Write each word in the correct list below.
children that adding -ed to a verb makes it tell about something 1. The ducks quack in the lake.
that has already happened. Say pack and packed again, and have 2. We wave to the man on the bus.
children listen for the /t/ sound at the end of packed. Then write short a long a
and say add, added, blame, and blamed. Point out that the letters 3. quack 5. lake
4. man 6. wave
-ed at the end of a word can stand for /t/ as in packed, /d/ as in
blamed, or /ed/ as in added. Use each word in a sentence. The ending -ing can be added to a verb to show that an action is
happening now or it happened in the past. The ending -ed can
be added to a verb to show action that has already happened.
Last, write and read aloud pack and packing. Explain that adding
py g
B. Add -ed and -ing to the end of each word. Write the
-ing to a verb makes the verb tell about something that is two new words.
p
happening right now in the present. Use each word in a sentence. 1. fix fixed fixing
2. pack packed packing
2 Practice/Apply Write the following words on the board: camp, 3. play played playing
locked locking
hand, add, ask, spill, help. Have children add -ing and -ed to each 4. lock
word and use each word in a sentence. APPROACHING

p. 32
BEYOND
p. 32
ELL
p. 32
WORD WORK T305

WHOLE GROUP
Quick Review
DAY 2
1 Build Fluency: Sound Spellings:
Word Work Read, Spell, and Write to review

this week’s high-frequency words:
another, year, done, water, your, into,
show, now, too, move.
5
Mins
Spelling
OBJECTIVES Word Sort with Short a and Long a Go
Know and apply
1 Model Display the Spelling Word Cards for short a and long a
Digital
grade-level phonics
and word analysis sounds, one at a time. Have children read each word, listening for the
skills in decoding medial short a and long a sounds.
Use the words cap and cape to create a two-column chart. Say each her
word and pronounce the sounds: /k/ /a/ /p/; /k/ /ā/ /p/. Say each
short vowels when girl curb her word
reading regularly word again. Ask children to chorally spell each word.
Spelling Word
words. RF.2.3a 2 Guided Practice/Practice Have children place each Spelling Word Sort
Card in the column with the words containing the same vowel sound.
Recognize and read
grade-appropriate When completed, have children chorally read the words in each they together
irregularly spelled column. Then call out a word. Have a child find the word card and how eat
words. RF.2.3f
point to it as the class chorally spells the word.
High-
• Spell words with 3 Build Fluency: Word Automaticity Have children chorally read Frequency
short and long a.
words to build fluency. Then conclude by asking children to generate Word Routine
• Read, spell,
additional words with the same vowel sound. List them in the correct
and write high-
frequency words. columns and help children recognize which words are spelled with peered
• Read and long a and which are spelled with short a.
understand words
with inflectional
endings. Visual
5
Mins
Glossary
another, done, into, move, now,

show, too, water, year, your
it. Ask children to picture the word, and write it the way they see
it. Display the answers for children to self-correct. Point out the /u/
sound in the word done.
2 Practice Add this week’s High-Frequency Words to the cumulative
word bank. Have partners create sentences using the words.
COLLABORATE
T306 UNIT 1 WEEK 4

DAY 2 • WEEK 4
Vocabulary
ENGLISH LANGUAGE
LEARNERS
by helping children generate
5
Mins
Expand Vocabulary more words with long and short
a patterns. Provide clues: It is
another word for angry. It rhymes
with sad. Write the word and have
vocabulary words: allowed, care, excited, needs, roam, safe, wandered, their pronunciation, if needed.
wild.
changing, or removing inflectional endings -ed, -ing, and -s. Review
the meaning of each ending.
add endings to the word roam. Write the vocabulary word roam
in the first column. Then write roamed, roaming, and roams in the
next three columns. Read aloud the words with children.
Point out how the different endings change the meaning of roam.
Have children share aloud sentences using roam, roaming, roamed,
and roams.
3 Guided Practice Have children work in pairs to fill in charts for Monitor and
allowed, care, excited, and wandered. Then have children share Differentiate
sentences using different forms of the words.
Quick Check
Q
words with short and long a?

WORD WORK T307

WHOLE GROUP
DAY 2 OS
E REA
CL
DIN
G
5
Mins
1 Explain
Go
Point out that when children read informational text such as
Digital
“Taking Care of Pepper,’” they may come across new information and
detailed explanations. Children can ask themselves questions about
Reading/Writing this information to make sure that they understand it. Then they can
Workshop
reread the selection to find answers to their questions. Essential Question
horse has many needs. There are a lot


for a horse.
OBJECTIVES
‡ Readers can ask questions about details or explanations that 070-075_CR14_SI2_U1W4_MR_118866.indd 70
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Ask and answer

they are not sure they understand. Taking Care of
Pepper
such questions as ‡ Readers can ask questions about details that they want to know
who, what, where, more about or that they think they have missed.
when, why, and how
to demonstrate Point out that asking questions will also help children remember
understanding key facts and details.
of key details in a
text. RI.2.1 Present the
2 Model Close Reading Lesson
accuracy and Model how asking and answering questions can help children
fluency to support understand how Jack takes care of Pepper. Model asking the
comprehension. question based on page 71 of “Taking Care of Pepper.” Then model
RF.2.4
using the text on page 72 to answer the question.
Read on-level text
with purpose and
understanding. 3 Guided Practice of Close Reading
RF.2.4a Have children work in pairs to think of a question they have about
COLLABORATE Pepper’s needs. Then have children reread the parts of the selection
ACADEMIC that help them answer the question. Have partners share their
LANGUAGE questions and answers with the class.
questions
T308 UNIT 1 WEEK 4

DAY 2 • WEEK 4

When you read, asking questions helps you
think about parts of the story you may have
missed or do not understand. ONLEVEL PRACTICE BOOK pp. 3334
Find Text Evidence read to check your understanding.
On page 71 of “Taking Care of Pepper,” I read
that a horse has many needs. I ask myself, A Fire Dog
“What things does a horse need?” Wilshire is a fire dog. He lives in the city. When
Wilshire first came to the fire station, he was just three
months old. He lived at the fire station day and night.
Fifty firefighters lived and worked there, too. They took
page 72 care of Wilshire. They fed the young dog. They gave
5:00 a.m. He and his father go to Pepper’s
I read that Jack him water to drink.
The firefighters hired a dog trainer. The trainer gave
feeds Pepper hay. Wilshire lessons. He helped Wilshire learn to live in the
When Pepper sees Jack, the horse gets I understand that fire station. He showed Wilshire where he could go. He
showed Wilshire where he was not allowed to go.
excited. Jack smiles when the horse gets
all worked up. Jack takes care of Then it was time for exercise. Wilshire didn’t even
First, Jack gives Pepper hay to eat. While have to go outside. He was trained to run on a treadmill
Pepper eats, Jack cleans Pepper’s stall. He Pepper and gives inside the station.

shovels out the dirty hay and sawdust.
him what he needs.
Tom Joslyn/Alamy
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L ABOR ATE
CO L
Your Turn
Think of a question to ask about Pepper’s APPROACHING BEYOND ELL
needs. Reread parts of the selection to find pp. 33–34 pp. 33–34 pp. 33–34
the answer to the question. 033_034_CR14_NA_YTT_2_CFP_U1W4_118867.indd 33 1/10/12 2:52 PM
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Monitor and
Differentiate
SCAFFOLD
Quick Check
Q
Help children reread Have children reread Have children reread Do children think of questions
the third paragraph on page 72 of “Taking Care page 72 of “Taking Care they have about the text? Do they
page 72 of “Taking Care of Pepper.” Ask: Why of Pepper.” Elicit from reread to find the answers to their
of Pepper.” Then help does Jack get up so early children why Jack’s care questions?
them to orally complete every morning? (He takes for Pepper is important.
the following sentence care of Pepper.) Why is Ask: Why is it important
frames about how Jack this important? (Pepper for Jack to care for his
takes care of Pepper: has many needs. Jack horse Pepper? Turn to a
Jack feeds Pepper . takes care of his horse.) partner and explain. Elicit
Jack cleans Pepper’s . Repeat correct answers more details to support
Jack puts down . slowly and clearly to the children’s answers. If No Approaching Reteach pp. T340-T341
Encourage children to class. Remind children Help children think of ELL Develop pp. T358-T359
think of questions that that asking questions questions they want If Yes On Level Review pp. T350-T351
they have about the like these can help them answers to as they read
text. understand a text. the text. Beyond Level Extend pp. T354-T355

WHOLE GROUP
DAY 2 OS
E REA
Comprehension Skill
CL
DIN
G
5
Mins
Key Details
1 Explain
Go
Explain to children that they can find key details in the photos,
Digital
captions, and text of a nonfiction selection.
‡ To find key details, children think about the topic of the
Reading/Writing selection. For example, “Jack takes care of Pepper.” Then they
Workshop
look for the key details about that topic. Explain that asking and Essential Question
horse has many needs. There are a lot


for a horse.
OBJECTIVES answering questions as they read will help them find the key 070-075_CR14_SI2_U1W4_MR_118866.indd 70
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71
10/28/11 1:13 PM
Ask and answer details. For example, “How does Jack take care of Pepper? How Taking Care of
Pepper
such questions as do Jack and Pepper feel about each other?”
who, what, where, ‡ Children can look in the text, photos, and captions for the key
when, why, and how
to demonstrate details about the topic.
understanding
of key details in a 2 Model Close Reading
text. RI.2.1 Present the
Model finding key details in the photo and caption on page 72 of Lesson
Know and use
various text features “Taking Care of Pepper.” Identify Pepper waiting in his stall. Read
(e.g., captions, bold aloud the caption and discuss the text, specifically, what Pepper
print, subheadings, does when he sees Jack. Explain that Pepper’s actions show that he Detail Detail Detail
glossaries, indexes, is happy to see Jack.

electronic menus,
icons) to locate Write About Reading: Sentences Model for children how to
key facts or use information from the graphic organizer and the text to write Graphic
information in a text Organizer
sentences that give key details about how Jack takes care of Pepper.
efficiently. RI.2.5
For example: Jack give Pepper hay to eat. Jack also cleans Pepper’s stall
and puts down padding.
ACADEMIC
LANGUAGE
captions, photos 3 Guided Practice of Close Reading
Have children work in pairs to complete the graphic organizer for
COLLABORATE pages 72–75 of “Taking Care of Pepper,” going back in the text to
SKILLS TRACE find details. Remind them to use the key details in the text, photos,
Key Details and captions. Discuss each section as children complete the graphic
organizer.
Write About Reading: Sentences Ask pairs to work together to
REVIEW Unit 1 Week 5; Unit
2 Weeks 3, 4 write a few sentences that give key details about how Jack takes
ASSESS Unit 1 care of Pepper. Select pairs of children to share their sentences with
the class.
T310 UNIT 1 WEEK 4

DAY 2 • WEEK 4
Key Details
You can find important details in the photos
and text of a selection.
Find Text Evidence
A. Reread the passage and answer the questions.
As I read the text and photo caption on page 72
of “Taking Care of Pepper,” I understand that Jack 1. How do the firefighters take care of Wilshire?
cares for Pepper. Pepper recognizes Jack and They feed him, give him water to drink, and get a dog trainer
shows that he cares for him, too. to train him.
2. Why does the firefighter take Wilshire home?

It gives Wilshire a break from the fire station. It gives him a chance to
Jack takes care play with other dogs.
of Pepper. Jack 3. What does a Dalmatian look like?

and Pepper are
excited to see It is a big white dog with black spots.
each other.
attention to how your voice rises and falls as you speak. Stop
L ABOR ATE
CO L Words Read –
Number of
=
Words Correct
Your Turn
Errors Score
First Read – =
Second Read – =
Continue reading the selection. Then fill in

the information in the graphic organizer. APPROACHING BEYOND ELL
p. 35 p. 35 p. 35
Go Digital!
Use the
U th iinteractive
t graphic organizer
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Monitor and
A C T Access Complex Text Differentiate
Purpose
Quick Check
Q
Children may have difficulty identifying key details in a nonfiction
narrative such as “Taking Care of Pepper” because they are unsure As children complete the graphic
which type of information should be their focus. For example, organizer for each section, do
they identify key details? Do the
they may focus on Jack and his daily schedule instead of on how
key details tell about the topic?
Jack takes care of Pepper.
‡ Remind children that the purpose of “Taking Care of Pepper” is
to give information about how Jack takes care of Pepper.
‡ Have children reread page 73. The text says that Jack rides the Small Group Instruction
bus home and has a snack. Are these key details? Why or why
not? (They are not key details because they do not tell about
how Jack takes care of Pepper.) What are they key details on this ELL Develop pp. T358-T361
page? (Jack feeds Pepper hay and fresh water every day. After If Yes On Level Review pp. T352-T353
school, Jack returns to visit Pepper.) Beyond Level Extend pp. T356-T357

WHOLE GROUP
DAY 2
Language Arts
5
Mins
OBJECTIVES 1 Explain Remind children that writers organize their writing in a Go
With guidance and sequence, or an order, that makes sense and that makes the writing Digital
support from adults easy to understand. They use sequence words, such as first, next,
and peers, focus on a then, and last to do this. When they revise, they add these sequence
words to make their writing clearer for their readers. g
writing as needed
Expert Model

by revising and 2 Model Read aloud the model from Your Turn page 81. Then think
editing. W.2.5 dog’s cage.
aloud to model revising to add sequence words.

Demonstrate
command of the It’s easy to give a dog a bath. Fill the tub with warm water. Get the Writing Model
conventions of dog in the tub and wash her with soap. Rinse her with plenty of
standard English fresh water. Dry the dog with a towel.
capitalization,
punctuation, and Think Aloud I don’t have a clear picture of what Mia did to care
spelling when for her dog. I can organize the writing by adding sequence words.
writing. L.2.2
The sequence word first is already in the writing. I will add the words Writing
then and last to make the order of events clear to the reader.
Conferencing Routines Guided Practice Invite partners to continue adding sequence

words to organize the information in the text. Use the prompts on I see a fish.
Teacher Conference
Your Turn page 37 as a guide.
STEP 2 Focus on the

target trait. WRITING ENTRY: SEQUENCE WORDS
W
STEP 3Make concrete 1 Revise Have children review their writing from Day 1. Ask
suggestions for revisions. them to revise their responses by adding sequence words to
Peer Conferences better organize their writing.
Provide these questions Use the Conferencing Routines to help children revise. Circulate
to guide peers as they
among children and stop briefly to talk with individuals.
Provide opportunities for partners to work together using the
✓ Is the writing Peer Conferences routine.
clear and easy to
understand? 2 Edit Ask children to review the rules on Grammar Handbook
✓ What words help page 475 and check that each sentence has a predicate. Have
organize the writing? children check for correct comma use with sequence words,
✓ Where else can the and errors in grammar, spelling, and punctuation.
writing have a clearer
order?
T312 UNIT 1 WEEK 4

DAY 2 • WEEK 4

5
Mins
the draft to help you think about how to use sequence
words.
Draft Model
Predicates Here’s how to give a dog a bath. Fill the tub with warm water.
Get the dog in the tub and wash her with soap. Rinse her with
plenty of fresh water. Dry the dog with a towel.
1 Review Explain to children that a sentence is a group of words 1. To give a dog a bath, what do you do first?
that tells a complete thought. Remind them that every sentence 2. What do you do next? Then what?
must have a predicate. The predicate tells what the subject 3. What is the last thing you do?
does. Tell them that the predicate is often found at the end of the B. Now revise the draft by adding sequence words such
as first, next, then, and last to help readers understand
sentence. Read the following sentence aloud and guide children the order of ideas.

to identify the predicate. Answers will vary but should demonstrate correct placement of
sequence words: first, next, then, last.

The horse nods his head. (nods his head)
2 Guided Practice Display the following group of words and read
it aloud.
The gray squirrel APPROACHING BEYOND ELL
p. 37 p. 37 p. 37
Point out that this group of words is not a complete sentence 037_037_CR14_NA_YTT_2_WT_U1W4_118867.indd 37 1/10/12 2:52 PM
because it does not have a predicate. Invite children to suggest

predicates to finish the sentence.
3 Practice Have partners add predicates to the following groups of
words and then share their sentences with the class.
Some dogs
The white kitten
Mechanics: Commas
1 Review Remind children that a comma comes after a sequence
word at the beginning of a sentence.
2 Practice Write the following sentences on the board. Invite
volunteers to add a comma after each sequence word.
First I got the things I needed for the cake.
Next I read the recipe.
Then I mixed the things I needed.
Finally I baked the cake.
Daily Wrap Up
‡ Discuss the Essential Question and
the skills they used today. How do
LANGUAGE ARTS T313

DAY 3 behavior
behavior
allowed
Word-Building
a b c behavior
behavior
another

Cards Word Cards
allowed roam
care safe
Reading/Writing excited wandered behavior
behavior
ate
Workshop needs wild

Spelling Word
“Lola and Tiva: An Cards
Interactive Read-
Unlikely Friendship” Aloud Cards
Build the Concept

5
Mins
Go
ESSENTIAL QUESTION
OBJECTIVES
such questions as needs of animals and how people can care for animals. Remind them of
who, what, where, the animals vets care for in “All Kinds of Vets,” and the care Jack gives his
when, why, and how horse Pepper in “Taking Care of Pepper.” Guide children to discuss the
to demonstrate
understanding
question using information from what they have read and discussed
of key details in a throughout the week.
text. RI.2.1
All Kinds of
Review Oral Vocabulary Vets
• Develop oral
language.
Review the oral vocabulary words duty, equipment, professions,
• Discuss the
satisfaction, and thorough using the Define/Example/Ask routine.
Essential Question. Encourage children to discuss how people care for animals when Have you ever been on a farm? Jack
coming up with examples of each word.



for a horse.
70 71
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10:52 AM 71 10/28/11 1:13 PM
ACADEMIC Taking Care of

LANGUAGE
Reread “All Kinds of Vets” Pepper
key details, topic, text, Tell children that you will reread What
Child
is it lik
e to go
to sc
hool
in an
other
Intera
ct ive
Read
Aloud
photos, captions
ren go coun
to sch tryl? Or al
“All Kinds of Vets.” Pause as

In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
ways learn
you read to model asking and

Walki y get for ch math.
ool. rn ma
ny thin
ng an to sch ildren Ask:
Ho gs
in the d riding ool in tie you w did you
Unite a bus a dif in oth r sho learn
d Sta are co feren er pa es? how
and fro tes. Bu t way. rts of to
mmon
answering questions to help

e the get to e child pets
in you
are som
boat schoo ren tak r neighb e commo
ba ck l. At e a boat orhood n
home the en
d of from ?
Inc.
again the da
nies,
. y, the
you make sure you understand

-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
the text. Prompt children to

ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
identify key details in the text

Use theive Vocabu
Us
in How por
ce the d Aloud the
underli Cards
ned wo to
rds.
and photos. 001_004_CR14_NA_IRA_2_U1W4_187770.indd Front1 2/3/12 2:05 PM

Write About Reading
Have children choose one kind of veterinarian and write a paragraph
about how this kind of veterinarian cares for animals. Remind children
to include key details.
T314 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Comprehension
ENGLISH LANGUAGE
vie LEARNERS
Re w
5
Mins
Key Details Use Visuals Have children use the
photos in “Taking Care of Pepper”
to help them explain the care
1 Explain Remind children that this week they have been learning Pepper receives to meet his needs.
about how to use text, photos, and captions to identify key details Ask them to describe how Pepper
in nonfiction selections. In earlier weeks, they identified key details looks in these pictures.
in fictional stories such as “Little Flap Learns to Fly.” Use the Shared
Read, “Taking Care of Pepper,” to review this skill.
Review the definitions of the terms key details, topic, and text.
‡ Key details give important information about the topic.
‡ A topic is what a selection is mostly about.
‡ Text is the words in a selection that are written about a topic.
2 Model Display pp. 72–73 of “Taking Care of Pepper.” As I reread
these pages, I find key details in the text, photos, and captions about
how Jack takes care of Pepper. I read that Pepper has a stall to protect
him from bad weather and other dangers. Jack cleans Pepper’s
stall. Jack shows Pepper he cares about him. He strokes his coat. The
caption on page 73 tells me that Jack feeds and gives Pepper fresh
water. After school, he visits Pepper and gives him an apple.
3 Guided Practice Reread pp. 74–75 of “Taking Care of Pepper.”
Pause as you read to model asking and answering questions
about key details in the text. Point out the photos as you read the
captions. Prompt children to identify key details that support the
topic—how Jack cares for Pepper.
‡ Help children understand that caring for Pepper includes
giving him the freedom to roam in an open field. Point out
that animal care includes proper exercise. Ask: Why does Pepper
need exercise?
‡ Prompt children to look at the photo and read the caption on
page 75. What care is Pepper receiving in the photo? Why is this
care important?
‡ Encourage children to think of other questions they have about
the text and to reread the text to find key details that give the
answers to these questions.

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards: a_e,

a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d,
in connected text, see Decodable
5
Mins
Phonemic Awareness
Know and apply
1 Model Place markers on the back of the Response Board to
Digital
grade-level phonics
and word analysis represent sounds. Show children how to orally blend phonemes. I
skills in decoding am going to put one marker in each box as I say each sound. Then I will
words. RF.2.3
blend the sounds to form a word. Place a marker for each sound you
Distinguish long and say: /t/ /a/ /p/. This word has three sounds: /t/ /a/ /p/. Listen as I blend
short vowels when
these sounds to form a word: /taaap/: tap. The word is tap.
reading regularly
Repeat the routine to model blending of the word crate. Phonemic
Awareness
words. RF.2.3.a
2 Guided Practice/Practice Let’s blend sounds to form words together.
• Blend phonemes in Using your own boards, place a marker for each sound you hear. I will
a word. say one sound at a time. Then we will blend sounds to say the word. Do c a t
• Identify the first four with children.
letter-sound
correspondences track drag brave skate Phonics
/a/ a and /ā/ a_e. wake snack spade quack
short and long a. clap frame drape nap
I the jar.
• Identify and fill fills filling
read words with
inflectional endings
-ed and -ing.
5
Mins Phonics Structural
Analysis
Blend Words with Short a and Long a er ir or ur

her
1 Model Display Word-Building Cards m, a, t. Model how to blend the
girl curb her word
sounds. Add e and model blending the sounds again. Listen as I blend
the sounds together: /mat/, mat. Now watch as I add e to the end of the Spelling Word
word mat. The a and e act as a team to make /ā/. Listen as I blend the Sort
sounds of the new word: /māt/, mate.
Continue by modeling how to blend the words pan, pane; pal, pale;
mad, made; rat, rate.
2 Guided Practice/Practice Repeat the routine with snake, snap,
jazz, grasp, flame, grape, flat, game, fast, vane, plate, damp, base, yam,
make, wave.
T316 UNIT 1 WEEK 4

DAY 3 • WEEK 4

5
Mins
Structural Analysis bag
mad
cap
back
ham
cape
bake
made
ate
rake
Inflectional Endings -ed, -ing A. Word Sort

1 Model Say the words pack, packed, packing. Lead children to Long a
bake
Short a
bag
1. 6.
listen closely to hear what is different. Point out the /t/ sound at 2. ate 7. cap
the end of packed and the /ing/ at the end of packing. 3. cape 8. ham
4. made 9. mad
‡ Write the words pack, packed, packing. Underline the letters -ed 5. rake 10. back
and -ing at the end of packed and roaming. Remind them that B. Misfit Letter
py g
the letters -ed can also have the /d/ or /ed/ sound at the end of Draw a line through the letter that does not belong. Write the
correct word on the line.
some words. The -ing at the end of the word packing tells that 11. bage bag 12. raike rake
p
cap made
the action is happening right now in the present. 13. caap
ham
14. maede
cape
15. hame 16. caipe
2 Guided Practice/Practice Help children blend the words rake, 17. bakke bake 18. aite ate
19. madd mad 20. bachk back
raked, raking; jam, jammed, jamming; land, landed, landing. Point

out that the letters -ed at the end of a word can stand for /t/ as in
raked, /d/ as in jammed, or the /ed/ as in landed.
5
Mins
Spelling
Words with Short a and Long a
1 Model Write /a/ cat and /ā/ rake (or quick-draw the words) on
index cards. Using the cards as headings, form two columns in a
pocket chart. Hold up the bag Spelling Word Card. Say and spell Monitor and
it. Pronounce each sound clearly: /b/ /a/ /g/. Blend the sounds, Differentiate
stretching the vowel sound to emphasize it: /baaag/. Place this
word in the /a/ cat column. Repeat this step with bake, placing the
word bake in the /ā/ rake column. Read and spell each spelling Quick Check
Q
word together with children. Have children read each word.
2 Guided Practice/Practice Have children spell each short a word. short and long a?
Repeat the process with the long a words.
Display the review words still and belt in a separate column. Read
and spell the words together with children. Point out that these
words do not have the /a/ or /ā/ sound. Small Group Instruction
Conclude by asking children to orally generate additional words If No Approaching Reteach pp. T342-T347
that rhyme with each of the spelling words. Write the additional ELL Develop pp. T358-T365
words on the board. Underline the common spelling patterns If Yes On Level Review pp. T352-T353
in the additional words. If necessary, point out the differences
between the long and short a words.
WORD WORK T317

WHOLE GROUP
Quick Review

high-frequency words: another, done,
into, move, now, show, too, year,
your, water.
5
Mins
Intonation
OBJECTIVES 1 Explain Explain to children that intonation includes changing the Go
Read with sufficient tone of your voice during reading. Stressing important words or Digital
accuracy and phrases will help children to express the meaning of what they are
fluency to support reading. By reading a word or phrase more slowly, they can show it is
comprehension.
important. By reading more loudly, children can show excitement.
RF.2.4 Could you make a buzz as long
as a bee’s?
Read on-level text 2 Model Model prosody by reading page 71 of the Shared Read, two, three!
orally with accuracy, “Taking Care of Pepper.” Also, model grouping words together in two, three!
appropriate rate, phrases. Point out how you pause for punctuation and how you raise Fluency
and expression on
your voice at the end of questions. Model reading at an appropriate
RF.2.4b rate and with accuracy. peered
• Practice fluency. 3 Guided Practice Have children read the text on page 71 aloud to a
• Use vocabulary partner. Make sure they pay attention to using the proper intonation.
words in context. Offer corrective feedback as necessary. Visual
Glossary
Fluency Practice
T318 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Vocabulary
5
Mins
sentence stem orally using this week’s and last week’s vocabulary
words.
1. Kara will to have eggs or cereal for breakfast. (decide)
2. My friend and I toy cars. (trade)
3. Simon at the stars at night. (stares)
4. I in the mirror to see how I look. (glance)
5. Mom showed me the way to set the table. (proper)
6. My room looks with the new paint. (different)
7. We are about going to the zoo. (excited)
8. I feel when I am at home. (safe)
9. At the pond, we watched a turtle swimming in the . (wild)
10. Teri’s parents her to visit me yesterday. (allowed)
11. My pony likes to in the grassy field. (roam)
12. The dog outside and dug up his bone. (wandered)
13. My brother and I for our pet hamster. (care)
14. When you have a pet, you must take care of their . (needs)
15. My best friend and I have a strong . (relationship)
16. between an animal and a person is very special.
(friendship)

WHOLE GROUP
DAY 3 OS
E REA
CL
DIN
G
5
Mins
Narrative Nonfiction
1 Explain
Go
Share with children the following key characteristics of a narrative
Digital
nonfiction selection.
‡ A narrative nonfiction selection is about real people, things, or
Reading/Writing events.
Workshop
‡ A narrative nonfiction selection is told by a narrator. The narrator
OBJECTIVES can be a person who is not part of the story, such as the narrator
Present the
Know and use of “Taking Care of Pepper.” Lesson
various text features ‡ A narrative nonfiction selection can have photos and captions.
(e.g. captions, bold
print, subheadings,
glossaries, indexes, 2 Model Close Reading
electronic menus,
icons) to locate Model identifying “Taking Care of Pepper” as narrative nonfiction.
key facts or Then point out model using the text features on page 72.
information in a text Photos and Captions Point out the photo and caption on page 72.
efficiently. RI.2.5
Remind children that photos illustrate what is described in the text.
Recognize the The captions often provide additional information that is not written
characteristics and in the text. What information does the caption on page 72 give you
text features of that is not in the text? (It tells what Pepper does when he sees Jack.)
narrative nonfiction.

ACADEMIC
LANGUAGE Have children find other photos and captions in the narrative. Guide
• informational text,
COLLABORATE
them to work with a partner to tell what they learned. Then have
narrative nonfiction, them share what they learned with the class.
photographs,
captions
• Cognate: fotográfias
T320 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Narrative Nonfiction
The selection “Taking Care of Pepper” is a
Narrative Nonfiction. A Narrative Nonfiction: ONLEVEL PRACTICE BOOK p. 38
• is about real people, things, or events.
The Foster Pet
• is told by a narrator. Amy’s family has a foster pet.
• can have photos and captions. They feed and play with Rocky
and take him to the vet. They
train him to follow commands.
Find Text Evidence When Rocky gets bigger, another
family will give him a lasting
I know that “Taking Care of Pepper” is a narrative home.
nonfiction because it tells how a boy cares for Amy trains Rocky to walk on a leash.
a real horse. The photos and captions tell more Answer the questions about the text.
about how to care for a horse. 1. How can you tell this text is a nonfiction narrative?
It tells about real people and events. It is told by a narrator. It has a
page 72
photo and a caption.
Text Features 2. What is one way that Amy trains Rocky?

• Photos are pictures.
py g
Amy trains Rocky to walk on a leash.
• Captions are words that

3. What does the text help you learn about a foster pet?
tell about a photo.
p
One family takes care of a foster pet until another family can give it a
Pepper stomps
his hoof and nods
his head when he lasting home.
sees Jack.

L ABOR ATE
5:00 a.m. He and his father go to Pepper’s CO L
Your Turn
When Pepper sees Jack, the horse gets
excited. Jack smiles when the horse gets APPROACHING BEYOND ELL
all worked up. p. 38 p. 38 p. 38
First, Jack gives Pepper hay to eat. While
Pepper eats, Jack cleans Pepper’s stall. He
Find other photos with 038_038_CR14_NA_YTT_2_GR_U1W4_118867.indd 38 1/10/12 2:52 PM
shovels out the dirty hay and sawdust. captions. Tell what you
Tom Joslyn/Alamy
72 learn from them.

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Differentiate

Q
SCAFFOLD
Beginning Intermediate Advanced photos and captions in “Taking
Model using the photo Direct children’s attention Have children reread the
Care of Pepper”? Can they
and caption page 72 of to the photo and caption text, photo and caption describe what they learned from
“Taking Care of Pepper” on page 72. Say: Point on page 72. Ask: How each of these text features?
and ask: Does Pepper nod to Pepper in the photo. does Pepper feel about
his head when he sees What words in the caption Jack? How do you know?
Jack? (yes) Show me how describe Pepper? How How does Jack feel about
to nod your head. Does does the horse feel about Pepper? How do you Small Group Instruction
Pepper stomp his hooves? Jack? Have children write know? Elicit more details
(yes) What is another a sentence that tells how to support children’s
word for hooves? (feet) Is Pepper feels about Jack. answers. Then have If No Approaching Reteach pp. T340-T341
Pepper happy or sad to Allow children ample children write sentences ELL Develop pp. T358-T361
see Jack? (happy) time to respond. about how Jack and If Yes On Level Review pp. T350-T351
Pepper feel about each
other.
GENRE T321
WHOLE GROUP
DAY 3 OS
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Vocabulary Strategy
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5
Mins
Root Words
1 Explain
Go
Digital
‡ Remind children that a root word is a word to which other word
Reading/Writing parts are added to make a longer word. Example: wash, washes.
Workshop
The ending -es is added to the root word wash to make the
OBJECTIVES
word washes.
Present the
Determine or clarify ‡ Children can separate the ending from the root word. If they Lesson
meaning of unknown know the meaning of the root word and the meaning of
and multiple- the ending, they can figure out the meaning of the word.
meaning words and
phrased based on
Example: The word wash means “to use soap and water to clean
grade 2 reading and something.” The ending -es means one person performing
content, choosing the action in the present. So washes means that one person is
flexibly from an array cleaning something now.
of strategies. L.2.4
Use a known root
word as a clue to
the meaning of Model using root words to figure out the meaning of finished on
an unknown word page 75 of “Taking Care of Pepper.”
with the same
root (e.g. addition,
additional). L.2.4c 3 Guided Practice of Close Reading
Have children work in pairs to figure out the meanings of brushes
ACADEMIC
COLLABORATE
and waiting on page 75. Encourage partners to separate the root
LANGUAGE word from its ending. Remind them that the ending -ing means the
root word, word part action is happening now, the ending -ed means the action already
took place, and -es means one person performing the action in the
present. It can also mean more than one, when it is added to a noun.
SKILLS TRACE
Root Words
INTRODUCE Unit 1 Week 2;

REVIEW Unit 1 Weeks 4, 5;
Unit 2 Weeks 1, 3, 5; Unit 3
Week 1; Unit 4 Week 4
ASSESS Units 1, 4
T322 UNIT 1 WEEK 4

DAY 3 • WEEK 4
Root Words
not know, try to break up the word into word
parts. You can split the root word from the ONLEVEL PRACTICE BOOK p. 39
ending such as –ed, -es, or -ing.
To figure out a new word, separate the root word from the
Find Text Evidence ending. The endings -s, -es, and -ing
happening now. The ending -ed
g mean the action is
d means the action happened
in the past.
As I read the word finished, I can break out the
root word finish, which means “to come to an Read each sentence. Look at each underlined word. Draw
a line between the root word and the ending. Then write the
end,” from the ending -ed, which can mean meaning of the word.
“happened in the past.” I think the word finished 1. He lives in the city.
means “came to an end.” has a home
2. Fifty firefighters lived and worked there, too.

did jobs
When they are finished riding,
3. He helped
p Wilshire learn to live in the fire station.
Jack grooms Pepper. made it easier to do something
4. Then the firefighter takes Wilshire home.

brings with him
L ABOR ATE
CO L
Your Turn
5. He also has fun meeting
g and playing with other dogs.
getting together
Use root words to figure out the

meanings of other words in “Taking Care
of Pepper.” APPROACHING BEYOND ELL
p. 39 p. 39 p. 39
brushes, page 75
waiting, page 75
79
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Monitor and
Differentiate
SCAFFOLD
Quick Check
Q
Are children able to separate
Point out the words Lead children to Have children find the
looking and named on separate the root word words looking and root words from their endings
page 71. Define the and the ending for named. Help them to to determine the meanings of
words for children. the words looking and separate the root word brushes and waiting?
Gesture and use named and explain their and its ending. Ask
sample sentences meanings to a partner. children to define the
to demonstrate the Allow children ample words and use them
meanings. Help them time to discuss how in sentences. With a Small Group Instruction
replace the words they determined word partner, have them look
with words they know. meanings. Point out for other words with
Remind children that that name is a cognate: inflectional endings and If No Approaching Reteach pp. T340-T349
they can use root nombrar. discuss their meanings. ELL Develop pp. T362-T363
words and endings to If Yes On Level Review pp. T352-T353
help them find word
meanings.

WHOLE GROUP
DAY 3
Genre • Narrative
G i Nonfiction
Lola and Tiva:

An Unlikely Friendship
From LOLA & TIVA by Juliana, Isabella and Craig Hatkoff, photographs by Peter Greste. Cartwheel Books/Scholastic Inc. Copyright © 2010 by Turtle Pond Publications
Told by JULIANA, ISABELLA, and CRAIG HATKOFF

Photos by Peter Greste
There is a very special place in Kenya, Africa, called

Essential Question the Lewa Wildlife Conservancy. Lewa is a large place
Read about a girl who cares
where animals roam free, and people – called rangers
– watch over them. A young girl named Tiva lived
LLC. Reprinted by permission.
ffor her pet rhino.

Go Digital! there with her family. Her father worked for Lewa.
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ESSENTIAL QUESTION
Read Literature Read aloud the Essential Question: How do we
Anthology care for animals? As children read, they should
Literature Anthology Review Genre: Nonfiction think about how people care for animals.
Narrative Review with children Story Words Read and spell the words rhino and
the main characteristics of nonfiction narrative: conservancy. Tell children that rhino is a short way
‡ Tells about real people and events. of writing rhinoceros. Explain that a conservancy
is an open space where animals roam freely and
‡ Often includes photographs.
are cared for and protected by people. Point to
‡ Has a beginning, middle, and end like a story. the rhino on page 82 and tell children they will be
Preview and Predict Read the title and have reading about a rhino that lives in a conservancy.
children look at the photograph on page 82. Ask:
Who do you think Lola and Tiva are? What do you
think will happen? Why? Let’s find out.
T323A UNIT 1 WEEK 4

DAY 3 • WEEK 4
2
Everyone at Lewa knew that Tiva had always
wanted a puppy. But puppies were not
allowed. Instead the people at Lewa found
Tiva a different kind of friend—a young
black rhino named Lola. Lola seemed to
work just as well as a puppy for Tiva. Lola
and Tiva became the best of friends. This is
their true story.
84 85
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Teacher Think Aloud When I look at the picture
on page 84, I can ask myself, Who are the girl and
animal in the picture? When I read the text I find
out that the girl is Tiva and the baby rhino is Lola. Lack of Prior Knowledge Children may be
unfamiliar with what a wildlife conservancy
2 Skill: Key Details: Use Photos is and with the wild animals discussed in the
text. Provide explanation and background
What details have you read? How does the photo
knowledge as necessary to clarify children’s
help you to understand those details? (Possible
understanding.
response: We read that Tiva becomes friends with
a baby black rhino. I didn’t know what a baby Specific Vocabulary Children may be
black rhino looked like until I saw the photo.) unfamiliar with specific words used in the
Explain to children that they will complete a Key selection. Provide definitions and clarification
Details Chart as they read Lola and Tiva. as needed.
fpo
WHOLE GROUP
DAY 3
3
Lola was born at Lewa to a mother that was

blind. For a couple of days Lola drank her
mother’s milk for food and stayed close by.
But when she was strong enough to walk,
Lola wandered off to another area of Lewa.
Her mother could not see Lola walking away.
Without her mother to feed and protect her,
Lola was in danger.
4 Animals roam free at Lewa.
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3 Reread 4 Strategy: Ask and Answer Questions

Teacher Think Aloud After reading page 86, I Remember, when you read, you can ask questions
will make sure that I understand what I have read. to help you think about parts of the selection
I realize that I don’t understand why Lola’s mother that you don’t understand or want to know more
couldn’t feed and protect her. I can reread the about. Then you can reread or read on to find the
page and paraphrase, or retell in my own words, answer. What is a question you could ask about
what I read about Lola’s mother. I learn that Lola’s Lola on page 86? (Lola is in danger. What will
mother was blind. This must be why she couldn’t happen to Lola?) How will you find the answer
feed and protect Lola. to your question? (I will keep reading to find out
what happens.)
T323C UNIT 1 WEEK 4

DAY 3 • WEEK 4
Tiva was excited when Lola arrived. She wanted to

take care of Lola. Like any baby, Lola needed many
things. Most of all, Lola was hungry and needed milk.
Tiva learned to feed Lola. Lola drank a bottle five
times a day. Each time, she drank over a gallon!
Lola needed food and could become a meal for a lion or

another hungry animal. She could not find her mother
and her blind mother could not find her. The rangers who
worked at Lewa searched for Lola. When they found her,
they brought her to a safe place in Lewa that was near
Tiva’s house. There, Lola would be out of danger.
5 6
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5 Maintain Skill: Key Details 6 Skill: Key Details: Use Photos

Key details give you important information about With a partner, look at the photo on page 89.
COLLABORATE what is happening in the text. What key detail COLLABORATE What does the photo on page 89 show you? Add
do you learn about Lola on page 88? (Lola could these details to the graphic organizer.
not find her mother and was in danger. Rangers
found her and brought her to a safe place near
Tiva’s house.)
Tiva becomes Rangers Tiva learned
friends with found Lola to feed Lola
a baby black and brought milk when
rhino named her back to Lola was
Lola. Lewa. hungry.

WHOLE GROUP
DAY 3
Tiva loved Lola. Lola was a lot like a big puppy. 7 Like most pets, Lola never posed when Tiva tried to
take pictures. She wanted to nap.
But Lola did like for Tiva to pet her between the ears.
She tried to climb things. She licked things.

She smelled things.
Lola begged at the

dinner table.
STOP AND CHECK
Ask and Answer Questions How was

Lola like a big puppy? Go back to the
text to find the answer.
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7 Authors Craft STOP AND CHECK
Word Choice Why do you think the author Ask and Answer Questions How was Lola
COLLABORATE described Lola as “a lot like a big puppy?” Turn to
like a big puppy? Go back to the text to find the
a partner and discuss how comparing Lola to a answer. (She tried to climb things, she licked
puppy helps you understand her better. (I don’t things, she smelled things, and she begged at the
know what a baby rhino is like, but I know what dinner table.)
a puppy is like. This helps me to understand how
Lola acts.)
8 Genre: Nonfiction Narrative

Remember, sometimes nonfiction narratives have
photos and captions. What information does the
photo and caption on page 90 give you that the
text does not?
T323E UNIT 1 WEEK 4

DAY 3 • WEEK 4
Of course, rhinos are not really like dogs.

They don’t eat dog food. When Lola was
about five months old, she started to eat
like a real rhino. She ate shrubs, twigs, and
leaves. Her upper lip is shaped like a hook
and can grab onto food. Lola could wrap her
hook around sticks and leaves. But she still
loved to drink her milk, too.
Rhinos in the wild are usually shy. They

often run away if they see or smell people.
Lola was too young to be afraid of people.
Tiva and the rangers became her family.
9 10
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9 Skill: Key Details: Use Photos 10 Strategy: Ask and Answer Questions
With your partner, reread pages 90–93 to find key Teacher Think Aloud We’ve read a lot about
COLLABORATE details in the text. Use the photos and captions to Lola and Tiva. What question can you ask about
help you. Add the details to your chart. the text so far?
Student Think Aloud On page 92, I read that
Detail Detail Detail Tiva and the rangers became Lola’s family. I can
ask, “How did Tiva and the rangers become Lola’s
Tiva becomes Rangers Tiva learned family?” When I look back at the text I remember
friends with found Lola to feed Lola
a baby black and brought milk when that Lola’s mother could not take care of her.
rhino named her back to Lola was The rangers and Tiva took care of her just as a
Lola. Lewa. hungry. family would.
Lola was like Lola began Tiva and
a big puppy. to eat like a rangers
real rhino. became
Lola’s family.

WHOLE GROUP
DAY 3
Lola also needed to take baths. Mud baths! When
a rhino rolls in the mud, it is called wallowing. It
is an important part of being a rhino.
The mud protects the rhino’s skin from the sun –

like sunscreen. Once the mud dries, it also keeps
bugs from biting.
A baby rhino is called a calf. A calf usually stays 11

with its mother for two years. The mother watches h
over her calf. Lola needed someone to look after
her. Tiva became Lola’s special friend.
Like a pet, Lola needed special care. Tiva helped

pick bugs off Lola’s body. The bugs could make
Lola sick. In the wild, birds eat the bugs off a
rhino’s skin. But birds would not do that for Lola.
There were too many people around.
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Teacher Think Aloud We’ve learned a lot about
A C T Access Complex Text Lola and how she became separated from her
mother. What question can you ask about the
S
Specific
ifi Vocabulary information you learn on page 94 and 95?
Review strategies for finding the meaning Student Think Aloud On page 94, I read that a
of an unfamiliar word, such as using context baby rhino is called a calf and that a calf usually
clues in the text and photos. Point out stays with its mother for two years. I am curious
the word wallowing in the first paragraph to know who will look after Lola since her mother
on page 95. Reread page 95. What does cannot. I will continue reading to find the answer.
wallowing mean? (Wallowing is when a rhino I read in the next sentences that Tiva became
rolls around in the mud.) Why is it important Lola’s special friend and helped care for her.
for a rhino to wallow? (The mud protects the
rhino’s skin from the sun and from bugs.)
T323G UNIT 1 WEEK 4

DAY 3 • WEEK 4
Tiva made sure Lola knew how to wallow. It isn’t

as easy as it looks. It takes a lot of practice.
A rhino does not have to wash the mud off. A

little girl does.
12 Lola and Tiva shared their days together.

Lola learned about being a rhinoceros. Tiva
learned about being a friend.
13 It was a lot of fun, and it wore them out.
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12 Inflectional Endings Detail Detail Detail

What common ending do you see in the words
Tiva becomes Rangers Tiva learned
shared and learned on page 97? (-ed ) What does friends with rescued Lola to feed Lola
the ending -ed tell you about when Lola and Tiva a baby black and brought milk when
rhino. her back to Lola was
shared and learned together? (The ending -ed
Lewa. hungry.
means these actions took place in the past.)
Lola was like Lola began Tiva and
a big puppy. to eat like a rangers
13 Skill: Key Details: Use Photos real rhino. became
Lola’s family.
What key details do we learn on pages 96 and 97?
COLLABORATE Use the photographs to help you. Add the key Tiva made Lola and Lola is grown,
details to the chart. sure Lola Tiva shared but Tiva will
learned how their days not forget
to wallow. and learned her special
together. friend.

WHOLE GROUP
DAY 3
Now Lola is almost full-grown. She is too big

to play with Tiva like she used to.
But the time they spent together will always
be special. After all, a little girl never forgets
her first best friend.
STOP AND CHECK
Ask and Answer Questions How have

Lola and Tiva changed? Go back to the
text to find the answer.
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SC
IENCE
CONNECT TO CONTENT STOP AND CHECK
ADAPTATION AND INTERDEPENDENCY Ask and Answer Questions How have Lola
and Tiva changed? Go back to the text to find the
Animals adapt to their habitat so they can answer. (Lola is now too big to play with Tiva. Lola
get the things they need, such as food, can now take care of herself. I ask myself, how has
water, and protection. Rhinos like Lola are Tiva changed? It says that she will never forget
herbivores that live in a hot, dry African her first best friend. I also think that she learned
climate. On page 92 children read about to care for an animal’s needs.)
Lola’s hook-shaped lip that helps her to
eat leaves and twigs. On page 95 they
read about how rhinos to take mud baths Review children’s predictions. Guide children to
to protect their skin from the hot sun. use text evidence to confirm whether or not their
Throughout the selection children can predictions were correct. Discuss what children
discuss how people help meet Lola’s needs. learned about Lola and Tiva. Did anything
surprise them?
T323I UNIT 1 WEEK 4

DAY 3 • WEEK 4
A Letter from Juliana, Isabella,

and Craig Hatkoff
To Our Readers:
What does a little girl who lives in
Africa do if she can’t have a pet dog?
She takes in a pet rhino! That is if she
lives on a nature conservancy like Tiva
did. When we first saw the photographs of
Lola and Tiva playing together, we fell in love with their story.
We think it is every young animal lover’s dream: to feed, take
care of, and be friends with a wild animal. We hope you enjoy
the true story of Lola and Tiva as much as we do.
With hope and peace,
Craig, Juliana, and Isabella Hatkoff
Peter Greste Author’s

Peter likes to take Purpose
(t) Brad Barket/Stringer/Getty Images (b) Thos Robinson/Stringer/Getty Images
photos for news Authors write for a reason, or

stories. One story purpose. Why do you think
the authors wrote this book?
he photographed told of the
Support your answer with
friendship between a baby examples from the text.
hippo and a giant tortoise.
100

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Meet the Author

Juliana, Isabella, and AUTHOR’S CRAFT
Craig Hatkoff
Word Choice
Read aloud page 100 with children. Ask them why
they think the authors wrote about Tiva and Lola. Authors of nonfiction use vocabulary
What first made the authors want to write about specific to the subject about which they are
Tiva and Lola? Why did they think children would writing.
like this story? ‡ Have children identify the words
Conservancy and rangers on page 83.
Author’s Purpose Discuss why these words are important to
Have children cite one example of something Lola and Tiva’s story.
in the story they think is interesting in their ‡ Read aloud the sentence on page 95,
Response Journals. Use the sentence starter: When a rhino rolls in the mud, it is called
I think is interesting because . wallowing. Discuss why wallowing is
important in a book about rhinos.

WHOLE GROUP
DAY 3
Respond to Reading
Summarize
Use important details to summarize the Detail Detail
needs of a young black rhino. Also tell
how Tiva helped to meet those needs.
Information from your Key Details chart
may help you.
Text Evidence
1. How do you know Lola and Tiva is narrative nonfiction? GENRE
2. Look at the photo on page 89. What key detail does this
photo show? KEY DETAILS: USE PHOTOS
3. Use what you know about root words and endings to figure
out the meaning of the word posed on page 91. ROOT WORDS
4. Write about how Tiva took good care of Lola. Use details in
the photos to help answer the question. WRITE ABOUT READING
Make Connections
How did Lola and her family care for
Tiva? ESSENTIAL QUESTION
What other friendships between animals
and people do you know about? Tell a
partner about how the friends cared for
each other. TEXT TO WORLD
101

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Respond to Reading
Then, think about which details tell about how
Summarize ‡
Tiva met those needs.

Guide children through the steps to summarize. ‡ Use the events to state the summary.
‡ First, select important details from the
selection.
‡ Next, think about which details tell about the
baby rhino’s needs.
T323K UNIT 1 WEEK 4

DAY 3 • WEEK 4
Text Evidence
questions on Literature Anthology, p. 101. Model answering the ENGLISH LANGUAGE
question as needed. LEARNERS
1. Genre To answer this question, let’s look back at the selection. Retell Help children by looking
It is a true story about a real girl and rhino. There are photos with at each page of the selection and
asking a prompt, such as: How is
captions that give information. All these are clues that “Lola and Tiva caring for Lola here? Look at the
Tiva” is informational text. photographs to help you. Provide
2. Key Details: Use Photos To answer the question we need to sentence starters to help children
retell the selection, such as: On this
look at the photo on p. 89. I see Tiva feeding Lola with a bottle. The page Tiva is caring for Lola by .
photo illustrates the key detail, “Tiva fed Lola milk.”
3. Sentence Clues To find out the meaning of posed we need to
read the sentence. It says, “Lola never posed when Tiva tried to take
pictures. She wanted to nap.” I think posed means “to be in a special
position for a picture.”
4. Write About Reading This question asks about how Tiva took
good care of Lola. I’ll look in the text and pictures for the answer.
On p. 89 the text and photo tell me that Tiva fed Lola. Page 94 says
Tiva picked bugs off Lola as birds would have done in the wild. On
pp. 95–96 Tiva makes sure Lola learns how to wallow.
Make Connections
ESSENTIAL QUESTION
Have partners discuss ways that people can care for animals. Tell
children to give examples from the story of how Tiva and her family
cared for Lola. Then discuss the examples as a class.
Text-to-World Have partners discuss the ways that people and
COLLABORATE animals can be friends. Have them tell how humans and animal
friends can help one another.

WHOLE GROUP
DAY 3
Language Arts
5
Mins
OBJECTIVES Discuss Sequence Go
Write informative/
Review Invite children to recall that writers use sequence words to
Digital
which they introduce organize their writing and make it easier for readers to follow.
a topic, use facts
and definitions to
develop points, and Day 2. Encourage the class to point out sequence words they hear in
provide a concluding the volunteer’s writing. Invite the volunteer to point out a sentence
statement or with a sequence word in his or her writing. Have the volunteer tell why
section. W.2.2 Present the
he or she added the sequence word to the writing. Lesson
Demonstrate
command of the
conventions of
standard English
WRITING ENTRY: SEQUENCE WORDS
W
grammar and usage
1 Prewrite Ask children to choose a new topic for writing by
when writing or
speaking. L.2.1 searching their Writer’s Notebook for ideas for an expository
Writing
text. Or, provide a prompt such as the following one:
• Identify subjects Write an expository text about how people care for farm
and predicates in animals. Organize your ideas in an order that makes sense. Use Detail Detail Detail
sentences.
sequence words, such as first, next, then, and last to organize
• Complete
sentences with
your information.
predicates. Graphic
2 Draft Once children have chosen their topics, ask them to Organizer
use a word web to generate sequence words and ideas that
ACADEMIC give information about the people and farm animals in their
LANGUAGE narrative. Encourage children to refer to their webs as they
organization,
write their drafts. I see a fish.
sequence, complete
sentence, subject,
predicate, word order Grammar
T324 UNIT 1 WEEK 4

DAY 3 • WEEK 4
5
Mins
LEARNERS
Predicates Predicates Review with children
that a predicate tells what the
Review Remind children that the predicate of a sentence tells what subject of a sentence does or is.
the subject of the sentence does or is. A group of words without a Write the following sentences on
the board.
predicate is not a complete sentence. In addition, tell students that
words in a sentence must be in an order that makes sense. walks the dog.
Practice Display the sample sentences. Invite partners to identify and feed the fish.
which is the complete sentence. Then have children correct the Complete the sentences with
remaining incomplete sentences by adding predicates. names of volunteers in the class.
Read the first sentence aloud as
People take care of their pets. (Correct) students follow along. Ask the
volunteer to act out the sentence.
Two boys (Possible response: take turns walking their dog.)
Ask: What does do? (walks the
My cat (Possible response: needs water every day.) dog) What is the predicate in this
sentence? (walks the dog) Repeat
Pets (Possible response: need special care.) with the second sentence.
Mechanics: Commas
Review Remind children that sequence helps organize writing.
Explain that sequence words, such as first, next, last, and finally should
be followed by a comma. The sequence word then is an exception. It is
not followed by a comma when it begins a sentence.
Practice Have children rewrite the directions below. Remind them to
insert a comma after each sequence word.
Walking a Dog
First get a leash for your dog. (First,)
Then put the leash on your dog. (Then)
Next walk your dog in a fun, safe place. (Next,)
Finally walk your dog back home. (Finally,)
Talk About It
Silly Sentences Divide the class in half. Have one half of
COLLABORATE the class write the subjects of sentences, while the other
Daily Wrap Up
half writes the predicates. Have children match a subject to ‡ Review the Essential Question and
a predicate and write the complete sentence. Help children encourage children to discuss it using
to read their silly sentences aloud. the oral vocabulary words.
each skill.
LANGUAGE ARTS T325

DAY 4 a b c
Word-Building
behavior
behavior
another
Word Cards
behavior
behavior
cap

“Animal Needs” Cards
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Participate in
Remind children that this week they have been learning about how Digital
collaborative people can care for pets and other animals. Guide children to discuss
conversations with the essential question using information from what they have read and
diverse partners discussed.
and texts with Use the Define/Example/Ask routine to review the oral vocabulary
peers and adults words duty, equipment, profession, satisfaction, and thorough. Prompt
in small and larger children to use the words as they discuss the Essential Question. Then Phonemic
groups. SL.2.1
have children review last week’s oral vocabulary words apologized, Awareness
Know and apply partner, scent, rummaged, gazed using the Define/Example/Ask routine.
grade-level phonics
and word analysis
skills in decoding
m a
words. RF.2.3 n t p
Phonics
short vowels when
reading regularly
words. RF.2.3a I the jar.
fill fills filling
knowledge on Structural
animal care. Analysis
• Categorize
phonemes.
• Add inflectional
endings -ed, -ing.
T326 UNIT 1 WEEK 4

DAY 4 • WEEK 4
Word Work
Quick Review
Phonemic Awareness
5
Mins
a_e, a, e, o, u, sl, dr, sk, sp, st, tr,
pr, pl, c, d, f, g, h, j, k, ck, m, n, p,
Phoneme Categorization q, r, w, x. Have children say each
sound. Repeat, and vary the pace.
1 Model Listen as I say three words: stamp, crate, trap. Two of these For fluency in connected text, see
words have the /a/ sound. One does not. The word crate does not the Decodable Reader lesson in
have the /a/ sound. It has the /ā/ sound. Small Group.
2 Guided Practice/Practice Have children practice categorizing

phonemes with these sets of words. Do the first two sets together.
drag/quack/bake back/make/plate track/struck/grass
stick/stand/stamp blast/quake/wage lake/train/hand
5
Mins
Phonics
Build Words with Short a and Long a
Review Remind children of the spellings for short a /a/ and long a
/ā/ a_e. Use the Word Building Cards to build words with short a
and long a (a_e). Place the letters for pan in a pocket chart. Blend the
sounds and read the word, /paaannn/. Add the vowel e to the end. Blend
the new word, /pāāānnn/. Continue with man/mane; mad/made; glad/
glade.
Monitor and
Differentiate
5
Mins
Structural Analysis Quick Check
Q
Can children build and decode
Inflectional Endings -ed, -ing words with short a and long a?
Review Write and read aloud pack, packed; add, added; blame,
blamed. Remind children that adding -ed to a verb makes it tell about
something that has already happened. The letters -ed at the end of Small Group Instruction
a word can stand for /t/, /d/, or /ed/. Write and read aloud add and
adding. Remind children that adding -ing to a verb makes the verb tell If No Approaching Reteach pp. T342-T347
about something that is happening right now. ELL Develop pp. T358-T365
Practice Write these words on the board: quack, camp, lack, hand. If Yes On Level Review pp. T352-T353
Have pairs build words with the -ed and -ing endings and then write Beyond Level Extend pp. T356-T357
them. Then have them write a sentence for each word.

WHOLE GROUP
Quick Review
and Write to review this week’s
Word Work high-frequency words: another,
done, into, move, now, show, too,
year, your, water.
5
Mins
Spelling
OBJECTIVES Word Sort with Long a and Short a Go
Know and apply
Digital
grade-level phonics
and word analysis Cards. While one partner reads the words one at a time, the other
skills in decoding partner should orally segment the word and then write the word. After
words. RF.2.3
reading all the words, partners should switch roles.
Recognize and read
Practice Have children correct their own papers. Then have them sort
grade-appropriate
irregularly spelled the words by consonant-vowel-consonant (CVC) or consonant-vowel-
Spelling Word
words. RF.2.3f consonant-e pattern. Help them discover that words with the CVC Routine
Determine or pattern are words with the /a/ sound and words with the CVCe pattern
clarify the meaning are words with the /ā/ sound.
of unknown and they together
multiple-meaning
words and phrases how eat
based on grade 2
5
Mins
High-Frequency Words High-
choosing flexibly Frequency
from an array of Word Routine
strategies. L.2.4 another, year, done, water, your,
Use sentence-level into, show, now, too, move Could you make a buzz as long
as a bee’s?
context as a clue to A bee can go “buzz” for one,
two, three!
the meaning of a Review Display High-Frequency Word Cards: another, year, done, water, One, two, three, I buzz and then,
two, three!
word or phrase. your, into, show, now, too, move. Have children Read/Spell/Write each word.
L.2.4a Fluency
‡ Point to a word and ask a child to use it in a sentence.
• Sort words with ‡ Review last week’s words using the same procedure.
long a and short a.
• Review high-
frequency words.
• Read with
intonation.
T328 UNIT 1 WEEK 4

DAY 4 • WEEK 4
Fluency/Vocabulary
Strategy
5
Mins
Intonation
Review Remind children that intonation includes changing the tone
of your voice during reading. Stressing important words or phrases
will help children to express the meaning of what they are reading. By
reading a word or phrase more slowly, they can show it is important.
By reading more loudly, children can show excitement.
voice at the end of questions. Make sure they pay attention to using
the proper intonation. Offer corrective feedback as necessary.
Fluency Practice
Context Clues: vie

Re w
5
Mins
Sentence Clues
1 Explain/Model Remind children that they can often figure out
Monitor and
the meaning of an unknown word by using context clues in a Differentiate
sentence.
‡ Look for other words or phrases in the sentence that define or Quick Check
Q
restate the unfamiliar word.
‡ Look for other words or phrases in the sentence that describe Can children read fluently with
good intonation?
or give examples of the unfamiliar word.
Model how to use sentence context clues to figure out the
meaning of the word wallowing on page 95 of Lola and Tiva.
2 Guided Practice Have children work in pairs to use sentence
clues to figure out the meaning of the following rangers on If No Approaching Reteach pp. T340-T349
page 83, and calf on page 94 of Lola and Tiva.

WHOLE GROUP
DAY 4 E REA
OS
CL
DIN
G
5
Mins
Compare Texts Go
Review with children that in Lola and Tiva, a young girl named Tiva finds Digital
a special friendship with a black rhino named Lola. Tell them that they
will read an informational interview with Anne, who is in charge at an
Genre • Narrative Nonfiction
Literature Anthology animal shelter. Explain that an interview consists of questions that are Lola and Tiva:
An Unlikely Friendship
asked by one person and answered by another person.
From LOLA & TIVA by Juliana, Isabella and Craig Hatkoff, photographs by Peter Greste. Cartwheel Books/Scholastic Inc. Copyright © 2010 by Turtle Pond Publications
Told by JULIANA, ISABELLA, and CRAIG HATKOFF
Photos by Peter Greste
There is a very special place in Kenya, Africa, called

Essential Question the Lewa Wildlife Conservancy. Lewa is a large place
where animals roam free, and people – called rangers
OBJECTIVES
Read about a girl who cares
– watch over them. A young girl named Tiva lived
LLC. Reprinted by permission.

ffor her pet rhino.
Go Digital! there with her family. Her father worked for Lewa.
82 83
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082_087_CR14_SA_2_U1W4_SEL_118792.indd 83 12/7/11 1:24 PM
Ask and answer 1 Ask and Answer Questions Lola & Tiva
questions such as
The first sentence explains that Anne is in charge of an animal shelter.
who, what, where,
when, why, and how What does Anne tell us an animal shelter is? (An animal shelter is a place Genre • Interview
Compare Texts
Read about how people at
animal shelters care for animals. Q: How do you make
sure all the animals have
their needs met?
A: It isn’t easy! All
Animal Needs animals need food, water,
for animals that need an owner to care for them.)

air, and shelter. Each animal A puppy’s needs are different
from a dog’s needs. To grow,
has different needs. Some
the puppy needs to eat more
to demonstrate
Anne is in charge of animals, such as dogs, like to times during the day.
an animal shelter. We eat meat. Other animals, such
asked her questions as rabbits, eat plants. Dogs need exercise. I take them
about how people for walks on a leash. If I did that with one of our cats,
care for animals there. the cat would not be happy! I would not be giving it
In this interview the the care it needs.
words after Q: are the Q: Who else works at the shelter?
questions we asked. A: We have an animal doctor, a veterinarian. He
The words after A: are makes sure the animals are healthy.
Anne’s answers.
Q: What is an Make Connections
animal shelter? Anne is the owner of How do we care for animals?
Our Animal Friends. ESSENTIAL QUESTION
A: An animal shelter is
a place for animals that need an owner to take care of them. Think about the animals you have
Jose Luis Pelaez Inc/Blend Images/Getty Images
Lance Iversen/San Francisco Chronicle/Corbis

read about this week. How are their
Q: What kinds of animals live at the shelter?
needs the same? TEXT TO TEXT
A: We have dogs, cats, and rabbits.
details in a text. 102 103
RI.2.5
2 Ask and Answer Questions 102_103_CR14_SA_2_U1W4_PP_118792.indd 102
Animal Needs
12/5/11 2:16 PM
102_103_CR14_SA_2_U1W4_PP_118792.indd 103 12/15/11 2:48 PM
Know and use What does Anne tell us all animals need? (All animals need food, water,
various text features air, and shelter.) What are some different needs the animals at the
(e.g., captions, bold shelter have? (Dogs eat meat. Rabbits eat plants. The dogs get walks
print, subheadings, because they need exercise. The cats do not like to go on walks.)
glossaries, indexes,
electronic menus,
icons) to locate key 3 Ask and Answer Questions
facts or information
What do you learn about puppies from both the photo and the caption
in a text efficiently.
RL.2.5 on page 103? (The photo shows that there are different types of dogs
and puppies. From the caption we learn that puppies and dogs have
different needs. Puppies need to eat more because they are growing.)
ACADEMIC
LANGUAGE
compare, texts, AUTHOR’S CRAFT
interview,
connections, context Interview Format
sentences
Point out that instead of telling about Anne, the author chose to ask
questions and record Anne’s answers. This is an interview format.
‡ The writer records Anne’s answers in her own words. This helps
readers know first-hand what Anne thinks and what she is like.
‡ Writers mark interview questions with a Q: and answers with an
A: to make the text clear to readers.
T329A UNIT 1 WEEK 4

DAY 4 • WEEK 4
Genre • Interview
Compare Texts
Read about how people at
animal shelters care for animals. Q: How do you make
sure all the animals have
their needs met?
A: It isn’t easy! All
Animal Needs animals need food, water,

air, and shelter. Each animal
has different needs. Some
A puppy’s needs are different
from a dog’s needs. To grow,
the puppy needs to eat more
1 Anne is in charge of
A animals, such as dogs, like to times during the day.
an animal shelter. We eat meat. Other animals, such 3
asked her questions as rabbits, eat plants. Dogs need exercise. I take them
about how people for walks on a leash. If I did that with one of our cats,
care for animals there. the cat would not be happy! I would not be giving it
In this interview the the care it needs.
words after Q: are the Q: Who else works at the shelter?
Q
questions we asked. 2 A: We have an animal doctor, a veterinarian. He
A
The words after A: are makes sure the animals are healthy.
mak
Anne’s answers.
Q: What is an Make Connections
animal shelter? Anne is the owner of How do we care for animals?
Our Animal Friends. ESSENTIAL QUESTION
A: An animal shelter is
a place for animals that need an owner to take care of them. Think about the animals you have
Lance Iversen/San Francisco Chronicle/Corbis

read about this week. How are their
Q: What kinds of animals live at the shelter?
needs the same? TEXT TO TEXT
A: We have dogs, cats, and rabbits.
102 103

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102_103_CR14_SA_2_U1W4_PP_118792.indd
2:16 PM 103 12/15/11 2:48 PM
Make Connections
COLLABORATE animals in “Animal Needs” and the black rhino
Lola in Lola and Tiva.
Specific Vocabulary
Point out the words care and needs. Prompt
children to use the context sentences to help
them understand the words.

WHOLE GROUP
DAY 4
Language Arts
5
Mins
OBJECTIVES Conference Routines Go
With guidance and
Revise Have children revise their drafts from Day 3 by organizing their
Digital
support from adults
and peers, focus on a ideas for an expository text in an order that makes sense. Also make sure
topic and strengthen that children have used sequence words such as first, next, and last.
revising and editing. As children revise their drafts, hold teacher conferences with individual
W.2.5 children. You may also want to have partners conduct peer conferences.
Demonstrate Edit Model using proofreading marks to edit. Then have children use Writing
command of the proofreading marks to correct errors in their writing.
conventions of
standard English Invite children to review Grammar Handbook page 475 and check that
grammar and usage each sentence has a subject and a predicate.
when writing or
speaking. L.2.1
Encourage children to proofread for other errors, including commas and
spelling.
Demonstrate Proofreader’s
command of the Marks
conventions of
standard English
Conference Routines
capitalization, Teacher Conference
punctuation, and
Step 1: Talk about the strengths of the writing. Your topic is very clear. I see a fish.
spelling when
writing. L.2.2 Step 2: Focus on the target trait. You organized your ideas in a way that
Grammar
makes sense.
ACADEMIC Step 3: Make concrete suggestions for revisions such as those below,
LANGUAGE and then meet again to review progress.
organization,
sequence, conference,
predicate, subject,
sentence, comma,
Suggested Revisions
sequence word Focus on a Sentence Read the draft and target one sentence
for revision. Rewrite this sentence by adding a sequence word to
tell .
specific suggestions. I would like to have a clearer idea of .
Organize your ideas so that readers know .
Focus on a Revision Strategy Underline a section of the writing and ask
children to use a specific revision strategy, such as rearranging. I can see that
you understand how to care for your pet, but this paragraph could express that
better if you put your ideas in an order that makes more sense to the reader.
T330 UNIT 1 WEEK 4

DAY 4 • WEEK 4
Peer Conference
‡ Are the ideas in an order that makes sense?
‡ Have sequence words been added to tell the reader what happens
first, next, then, and last?
‡ Have examples been added to make the writing clear?
5
Mins
Grammar
Predicates
Review with children that every sentence must have a predicate.
Remind them that they can find the predicate in a sentence by asking
themselves: What does the subject of the sentence do?
Display the following sentence on the board. Point out that the subject
is The boy. Then model finding the predicate by asking: What does the
boy do? (gives the horse hay to eat.)
The boy gives the horse hay to eat.
Practice Have partners work together to write sentences about caring
for pets. Have partners read the sentences aloud and check that each
sentence contains a subject and a predicate.
Mechanics: Commas
Review Remind children that a comma comes after a sequence word
when it begins a sentence. The comma sets the word off from the rest of
the sentence.
Practice Display the following paragraph on the board. Ask
volunteers to insert a comma after each sequence word:
The children know how to clean the hamster cage. First, Jan
takes the hamster out of its cage. Next, Troy cleans out the
dirty wood chips. Then, Mikayla puts in clean wood chips.
Finally Jan puts the hamster back in the clean cage.
Daily Wrap Up
Talk About It encourage children to discuss it using
In Your Own Words—Using their own words, children tell the vocabulary words.
COLLABORATE about a section from a text they’ve read during the week. ‡ Prompt children to discuss the skills
The other children listen for and identify the complete they practiced and learned today.
sentences. They identify the subjects and predicates in the Guide them to share examples of how
sentences and complete any incomplete sentences. they used each skill.
LANGUAGE ARTS T331

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
IENCE
SC
RESEARCH AND INQUIRY Animals Need Our Care
OBJECTIVES
Participate in
Make a Collage
collaborative Review the steps in the research project. Tell children that today they
conversations about COLLABORATE will do a research project with a partner to create a collage of the basic
grade 2 topics and needs of animals.

adults in small and STEP 1 Choose a Topic
larger groups. SL.2.1
Guide partners to think about how we care for animals. Ask them
research and writing to think about the texts they read during the week and their own
projects (e.g., read experiences.
a number of books
on a single topic to
produce a report;
STEP 2 Find Resources
record science Discuss how to use the selections. Tell children that they can find more
observations). W.2.7
information in reference materials and online.
• Research
information using STEP 3
2 Keep Track of Ideas
technology.
Have children make a Layered Book
knowledge.
Foldable® to record ideas and facts
from sources. Model recording the
names of the sources.
ACADEMIC
LANGUAGE
collage, topic, resources
Ask and Answer Questions As children engage in partner, small
group, and whole group discussions, encourage them to:
‡ ask questions about ideas that are unclear.
‡ wait a few seconds after asking a question to give others time
to respond.
‡ answer questions using sentences, not one-word responses.
T332 UNIT 1 WEEK 4

DAY 4 • WEEK 4
STEP 4 Create the Project: Collage

Tell children that they can make a collage of the basic needs of
animals. Explain that a collage is a picture that is made of other
pictures or drawings. Explain the characteristics of a collage.
‡ Information The purpose of a collage is to give information.
In this project, the collage will show using words and pictures
what animals need.
‡ Image A collage has engaging images related to the topic.
‡ Text A collage can have words but usually gives information
through pictures or drawings. Animals need food, water, and shelter.
Have partners create a collage about what animals need.
‡ Guide them to draw pictures or cut out photos that show
what most animals need.
‡ Prompt children to write a description that tells about their collage.

SCAFFOLD

Use Sentence Frames Use Discuss Guide children to focus on Describe Prompt children to
sentence frames to help children the most important details about brainstorm lists of words that name
identify the most important details caring for animals. Ask: What do animal needs, such as food, water,
about caring for animals. For animals need to eat? What do animals and shelter. Have them share their
example: Animals need , , need to drink? What kind of home do ideas about what to include in each
and . animals need? What else can you do to category. Encourage them to discuss
care for an animal? what pictures and words would
work best in the collage.

DAY 5 a b c
Word-Building
behavior
behavior
another
Word Cards
behavior
behavior
Reading/Writing cap
Workshop
Spelling-Word Dinah Zike’s Foldables
Integrate Ideas
OBJECTIVES
Ask and answer such
Text to Text
questions as who, what, Cite Evidence Remind children that this week they have been reading
where, when, why, and selections about caring for animals. Tell them that now they will compare
how to demonstrate these texts. Model comparing text using “Taking Care of Pepper,”
understanding of key Reading/Writing Workshop, pages 70–75, and Lola and Tiva, Literature
details in a text.
RL.2.1
Anthology, pages 82–99. Use a Two-Tab Foldable® to record comparisons.
Participate in ThinkAloud “Taking Care of Pepper” and Lola and Tiva are both about
collaborative how people care for animals. In “Taking Care of Pepper,” Jack cares for his
conversations with
horse, Pepper. In Lola and Tiva, Tiva takes care of a very unusual pet—
diverse partners
about grade 2 topics a black rhinoceros named Lola.
and texts with
peers and adults Complete the Organizer Have children
in small and larger COLLABORATE use a Two-Tab Foldable® to compare the
groups. SL.2.1 basic needs of Pepper and Lola. Guide

children to discuss and write about the
• Develop answers
animals and how the people in the stories
to the essential
question. care for them.
• Make text
connections to the Present Information Ask groups to
world. present their information to the class.
ACADEMIC Text to Self

LANGUAGE Discuss Have children discuss how they care for animals or how they
compare, text, evidence would like to care for animals. Ask: What do all animals need?
Text to World
Have children discuss what they have learned about caring for animals
this week. Ask: How do people help animals meet their needs?
T334 UNIT 1 WEEK 4

DAY 5 • WEEK 4
OBJECTIVES
Ask and answer
Write an Analysis
such questions as Cite Evidence Using text evidence, children will analyze how the
who, what, where, author of a text they have read this week used key details.
when, why, and how
to demonstrate
Refer to the Details Chart the class completed for Lola and Tiva. Review the
understanding of key photographs in the text. Guide children to analyze the text features of the
details in a text. story by looking at the photos and asking “what,”“how,” and “why” questions.
RI.2.1
‡ How do you know that this is a story about a real person and animal?
Describe how reasons
support specific
‡ What do you learn about Tiva at the beginning of the story?
points the author ‡ Why did Lola need Tiva? What could Tiva provide that Lola’s mother
makes in a text.
could not?
RI.2.8
Draw evidence
from literary or
Tiva wanted ___________ more than anything else in the world.
informational texts Lola needed ___________ because her mother ___________. The
to support analysis, author included these events to show that ______________________.
reflection, and
research. W.4.9 We learned ____________ about ___________ in this story. This made
us understand ___________________________.

information about Lola and Tiva.
Then have children select another nonfiction narrative text they have
read this week. Have children use the sentence frames to write about
how the author used key details in the story.
IENCE
SC
RESEARCH AND INQUIRY Animals Need Our Care
OBJECTIVES
Wrap Up the Project
research and writing Guide partners to share information about the animals and their
projects. W.2.7 needs that they researched and to point out the details in their
collages. Prior to the presentations, review Presenting Checklist 1
and the Listening Checklist with children.

WHOLE GROUP
Quick Review

a_e, a, e, o, u, sl, dr, sk, sp, st, tr, pr,
pl, c, d, f, g, h, j, k, ck, m, n, p, q, r,
w, x. Have children say each sound.
5
Mins
Phonemic Awareness
Know and apply
Review Show children how to blend words phoneme by phoneme.
Digital
grade-level phonics
and word analysis Listen as I say a group of sounds. Then blend those sounds to form a word.
skills in decoding
/k/ /ā/ /k/ (cake) /s/ /n/ /ā/ /k/ (snake) /k/ /a/ /p/ (cap)
words. RF.2.3
/k/ /ā/ /p/ (cape) /t/ /a/ /p/ (tap) /t/ /ā/ /p/ (tape)
short vowels when
reading regularly
Phonemic
Phonics
words. RF.2.3a 5
Mins
Awareness
Decode words m a
with common
prefixes and Blend and Build Words with Short a /a/ n t p
suffixes. RF.2.3.d
Recognize and read
and Long a /ā/ (a_e) Phonics
grade-appropriate Review Have children read and say the words bake, mat, safe, wake, I the jar.
irregularly spelled tan, drape, state, and pan. Then have children follow the word building fill fills filling
words. RF.2.3f
routine with Word-Building Cards to build ate, gate, fate, fat, fad, fade,
made, mad, mat, map, tap, tape, grape, grade. Structural
Analysis
form new words.
• Identify er ir or ur
Structural Analysis
letter-sound her
correspondence /a/ 5
Mins girl curb her word
spelled a and /ā/
spelled a_e. Spelling Word
• Decode words with Inflectional Endings -ed, -ing Sort
short a and long a.
Review Remind children that an -ed added to the end of a verb tells they together
about something that has already happened. Write and read aloud how eat
camp, camped. Write and read aloud the word camping. Explain that
camping is happening in the present. Have children write sentences High-
Frequency
using ask, asked, asking; pack, packed, packing. Word Cards
peered
Visual Glossary
T336 UNIT 1 WEEK 4

DAY 5 • WEEK 4
5
Mins
Spelling
Word Sort with Short a and Long a
words by vowel sounds. Remind children that four of the words do
not have the short or long a sound.
Assess Assess children on their abilities to spell words with short a
and long a. Say each word and provide a sentence so that children
can hear the words used in a correct context. Then allow them time to
to provide an additional word for both short a and long a in order to
5
Mins
another, done, into, move, now,
show, too, water, year, your
Review Display High-Frequency Word Cards another, done, into,
move, now, show, too, water, year, your. Have children Read/Spell/Write
each word. Have children write a sentence with each word.
Monitor and
Differentiate
5
Mins
Vocabulary Words
Quick Check
Q
Review Display Visual Vocabulary Word Cards excited, safe, wild,
allowed, roam, wandered, care and needs. Have children review each Can children read and decode
word using the Define/Example/Ask Routine on the back of each card. words with short a and long a?

WORD WORK T337

WHOLE GROUP
DAY 5
1
Language Arts
5
Mins
With guidance
Discuss Discuss with the class what they learned about putting their
Digital
and support from
adults, use a variety ideas in an order that makes sense. Guide them to recall that words such
of digital tools to as first, next, and last help readers figure out the sequence, or order, in
produce and publish
which things happened.
collaboration with Present Invite volunteers to choose a writing entry from the week
peers. W.2.5 to share with the class. Compare the volunteer’s draft with his or her
Writing
Demonstrate revised text, and encourage children to identify sequence words the
command of the volunteer added. Have children discuss the writing by focusing on how
conventions of
those sequence words helped organize ideas in an order that makes
standard English
grammar and usage sense.
when writing or Reflect Have children use their Writer’s Notebook to reflect on their
speaking. L.2.1
Demonstrate they write:
command of
standard English How did sequence words improve your writing this week?
capitalization, What other topics about caring for animals or pets might you like to I see a fish.
punctuation, and
spelling when
write about this week?
writing. L.2.2 Does each sentence in your writing entries have a subject and a Grammar
predicate?
ACADEMIC
LANGUAGE
share, reflect,
sequence words,
predicate, subject,
complete sentence
T338 UNIT 1 WEEK 4

DAY 5 • WEEK 4
5
Mins
Grammar
Predicates
Review Ask: What is the predicate of a sentence? (It tells what the
subject of the sentences is or does.) Where will you usually find the
predicate of a sentence? (at the end of the sentence) Offer several
examples of sentences. Have children identify the predicates in the
sentences.
identify each subject and predicate. Then have them rewrite each
sentence with a new predicate. Remind children that the subject and
the verb must agree.
The horses need food, shelter, and exercise. (The horses =
subject; Possible change: sleep in their stalls.)
Marco feeds his horse twice a day. (Marco = subject; Possible
change: brushes his horse every morning.)
Mechanics: Comma
Review Remind children that a comma comes after a sequence word
when it begins a sentence. The comma sets off the sequence word
from other words in the sentence.
Practice Explain that sequence words such as first, next, then, and
finally are followed by a comma when they begin a sentence.
Invite partners to exchange their writing and to check for
correct comma usage with these and other sequence words.
Reteach
If children have difficulty identifying predicates in sentences Wrap Up the Week
or using commas with sequence words, review the use of
each. Provide opportunities for children to practice the skills ‡ Review the Essential Question and
in small groups, with a partner, or independently. encourage children to discuss using
Talk About It ‡ Review the comprehension strategy
and skill.
Save the Last Word for Me In pairs, have one partner
COLLABORATE suggest a subject for a sentence related to the selections
‡ Review short a and long a words.
children have read this week. Have the other partner ‡ Use the High-Frequency Word Cards
complete the sentence with an appropriate predicate. Then to review the Words to Know.
have children switch roles. ‡ Review the different purposes for
writing informational text.
LANGUAGE ARTS T339

Approaching Level
Informational
Text
Leveled Reader:
by Rachel Tandy
People Helping Whales Go

Digital
Before Reading
Informational
Preview and Predict

Text
by Rachel Tandy
PAIRED
READ Working With Animals
P
PD PAIRED
READ Working With Animals
Leveled Reader
and have children repeat. Preview the selection’s photos. Prompt
Leveled
OBJECTIVES Review Genre: Informational Text

Ask and answer Have children recall that informational text is about real people, things, Detail Detail Detail
such questions as
who, what, where,
or events. It can have text features, such as photos and captions.
Review the Essential Question for the week: How do we care for Organizer
understanding
of key details in a
animals? Then set a purpose for reading: Let’s read to find out how we
text. RI.2.1 care for animals.
Know and use Remind children that as they read a selection, they can ask questions
various text features about what they do not understand or want to know more about.
(eg. captions, bold
print, subheadings, Retelling
glossaries, indexes, During Reading Cards
electronic menus,
icons) to locate key Guided Comprehension
facts or information in As children whisper read People Helping Whales, monitor and provide
a text efficiently.
RI.2.5 guidance, correcting blending and modeling key strategies and skills.

MATERIALS
Leveled Reader
People Helping Whales about a text and then read to find the answers. Say: Asking questions as
you read helps you understand information about the topic. Model using
the strategy on page 8: What happens to the whales that are stranded?
As I read, I see that people work together to help them.

Remind children that key details give information about the text. Say:
You can find key details by looking at the photos and captions. After
reading, ask: What are the book’s important, or key, details? Display a Key
Details chart for children to copy.
T340 UNIT 1 WEEK 4

WEEK 4
Model recording children’s answers in the key details boxes. Have

Think Aloud Whales breathe air but need water. That is a key detail. Circles
On page 8, I see that whales can get stranded on the beach. The photo Lead children in conducting
on page 10 shows how people help keep a stranded whale stay wet. a literature circle using the
Guide children to look at the photos and text to determine key details. Thinkmark questions to guide
After Reading learned about how people care
for animals from both selections
Respond to Reading in the leveled reader.
after they have finished reading.
Retell
as a guide. Help children make a personal connection by asking: Have
Level
Up
Informational
Text
you ever cared for an animal? Have you seen others care for animals?
by Rachel Tandy
Model Fluency Informational

Text
Read the sentences one at a time, modeling appropriate intonation.

Have children chorally repeat. by Rachel Tandy
PAIRED
READ Working
orking with Animals
Apply Have children practice reading with partners. Provide feedback

as needed.
PAIRED
Working With Animals
READ
Inform
In
nformationa
ation
tional
all
T
Te
Text
Compare Texts
Read about how people work to care
for animals.
IF Children can read People Helping
PA I R E D R E A D … Working by Rach
Rachel Tand Whales Approaching Level with fluency
y
with
Animals and correctly answer the Respond to
Reading questions,
“Working with Animals”
PAIIRED
PAIRE
a more detailed version of the selection.

Gabriel Blaj/Alamy
REA
AD Working with Anima
ls
Make Connections 17
Before reading, ask children to note that the Leveled Reader • Use pages 2–3 of People Helping
genre of this text is also informational text. Whales On Level to model using the
Then discuss the Compare Texts statement. After reading, ask children to Graphic Organizer to identify key
make connections between the information they read from “Working with details in the text.
Animals” and People Helping Whales. • Have children read the selection,
FOCUS ON SCIENCE
Children can extend their knowledge of the needs
of animals by completing the science activity
on page 20.

Approaching Level
Phonemic Awareness
TIER
2
I Do
Categorize words by
as I say three words: /saaad/, /paaat/, /pooot/. Say: When I say sad and pat I
phoneme. can hear the /aaa/ sound. Pot has the /o/ sound. Pot does not belong.
We Do
Listen as I say three words: cape, tame, bag. Two words have the /ā/ sound:
cape and tame. The word bag does not have /ā/. It does not belong.
place, mug, came bag, cat, face bat, made, grape
You Do
tape, mat, save sack, bat, ring pup, tape, cage
Repeat the routine with additional short a and long a words.
TIER
PHONEME BLENDING
2
OBJECTIVES I Do
Explain to children that they will be blending sounds to form words.
Orally produce single- Say: Listen as I say three sounds: /b/ /aaa/ /t/. I’m going to blend the sounds
syllable words by together: /b/ /aaa/ /t/, /baaat/, bat. We blended the word bat.
blending sounds
(phonemes), including We Do
Say: Listen as I say three sounds: /k/ /āāā/ /k/. Repeat the sounds: /k/ /āāā/ /k/.
consonant blends. Let’s blend the sounds: /k/ /āāā/ /k/, /kāāāk/, cake. We made one word: cake.
RF.1.2b
Blend sounds to form
words. bag rake late tack take
You Do
wave fan came sat safe gate pad
Repeat the blending routine with additional short a and long a words.
T342 UNIT 1 WEEK 4

WEEK 4
P H O N E M E S E G M E N TAT I O N
OBJECTIVES
I Do
Explain to children that they will be segmenting words into sounds
Segment spoken today. Listen as I say a word: ran. I hear three sounds: /rrr/, /aaa/, and /nnn/.
single-syllable There are three sounds in the word ran: /rrr/ /aaa/ /nnn/. Repeat the routine
words into their
segmenting the word sale.
complete sequences
of individual sounds Let’s do some together. I am going to say a word, /sssaaad/. How many
(phonemes). RF.1.2c We Do
sounds do you hear? The sounds in sad are /sss/, /aaa/, and /d/.
Segment words into
phonemes.
pad cane cat cap make dance
You Do
I’ll say a word. Tell me how many sounds you hear. Then tell me the sounds.
mad vase wag lake cane snap

Approaching Level
Phonics
TIER
CO NNE C T TO S HORT a A ND LO NG a
2
OBJECTIVES Display the Train Sound-Spelling Card. The sound is /ā/. Use minimal
I Do
Know and apply grade- contrast pairs to show how the vowel team a_e forms the long a sound
level phonics and using the words tap and tape. The word is tape. The a and e act as a team to
decoding words.
make long a, /ā/. Listen /tāp/. I’ll say /ā/ as I write the letters a_e several times.
RF.2.3
We Do
Now do it with me. Have children trace the lowercase a_e on the card while
Distinguish long and saying /aaa/ and /āāā/. Write the letters a_e five times and say /āāā/.
short vowels when
reading regularly Have children connect the letters a_e to the sound /ā/ by writing the
spelled one-syllable You Do
letters a_e while saying /āāā/.
words. RF.2.3a
Repeat, connecting the letters a_e to the sound /ā/ through writing the
letters throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards:
a_e, a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children chorally say each sound. Repeat and vary the pace.
TIER
B LE ND WORDS WITH SHO R T a / a / A ND LO NG a / ā /
2
OBJECTIVES Display Word-Building Cards g, a, t, e. Say: This is the letter g. It stands for
I Do
Know and apply grade- /g/. Say it with me: /g/. This is the letter a. It stands for /ā/. This is the letter t.
level phonics and It stands for /t/. This is e. It is silent. It tells the a to say /ā/. I’ll blend the three
decoding words.
sounds together: /gāāāt/, gate.
RF.2.3
We Do
Guide children to blend the sounds and read: man, mane; at, ate; gap,
Distinguish long and gape; cat, cake; rat, rate.
short vowels when
reading regularly Have children blend and decode: mat, mate; cap, cape; van, vane; pan,
spelled one-syllable You Do
pane; mad, made; can, cane.
words. RF.2.3a
Repeat, blending additional short a and long a words.
T344 UNIT 1 WEEK 4

WEEK 4
BUILD WORDS WITH SH O R T a a n d LO NG a
OBJECTIVES Display Word-Building Cards m, a, t. Say: These are the letters m, a, t.

I Do
Distinguish long and They stand for /m/, /a/, and /t/. I will blend /m/ /a/ /t/ together:
short vowels when
/mmmaaat/, mat. The word is mat.
reading regularly
spelled one-syllable Now, let’s do one together. Place the letter e at the end of mat. Say: When I
words. RF.2.3a We Do
add e to mat, the a changes from /a/ to /ā/. Let’s blend: /māt/, mate. Change
the letter m to g. Let’s blend and read the new word: /gāt/. The word is gate.
You Do Have children build the words cat, can, cane, mane, man, map, tap, tape.
You Can
Bake Decodable Reader Introduce the Decodable Reader selection You Can Bake a
a Cake!
by Barbara A. Donovan
photographed by
Ken O’Donoghue
Cake!. Point to the title. Have children sound out each word. Discuss the cover.
BLE ND WORDS WITH SHO R T a A ND LO NG a
OBJECTIVES Display Word-Building Cards b, a, k, e. Say: This is the letter b. It stands for /b/.
I Do
Decode words with
This is the letter a. It stands for /ā/. This is the letter k. It stands for /k/. This is
short a and long a. the letter e. It is silent. Listen as I blend all three sounds: /bāāāk/, bake.
We Do
Let’s do some together. Blend and read the words sad, black, add, rake,
same, and tame with children.
You Can Display the following words: rack, track, rap, trap; wake, sake, lake, flake.
Bake You Do
a Cake! Have children blend and read the words.
by Barbara A. Donovan
photographed by
Ken O’Donoghue

following: What do you need to bake a cake? Why do Dad and the girl bake the cake?
BLE ND WORDS WITH SHO R T a A ND LO NG a

Have children review the Decodable Reader selection. Identify short a and long a words and blend words
as needed. Have children reread the selection on their own or with a partner.
PHONICS T345
Approaching Level
Structural Analysis
TIER
RE VIE W IN F L EC TIONAL E NDI NG S - e d, - in g
2
OBJECTIVES Write add. Read the word. Say: Adding different endings to this word
I Do
Know and apply grade- changes the meaning of the word. I can add -ed and say added. I can add
level phonics and
-ing and say adding. The -ed ending means the action has already happened.
decoding words. The –ing ending means the action is happening now. I will use added and
RF.2.3 adding: I added eggs to the cake batter. I am adding butter to the batter.
Read words with the We Do

Write crack. Let’s read this word: /kraaak/. Let’s add an ending that means the
inflectional endings action already happened: cracked. Let’s add an ending that means the action
-ed, -ing. is happening now: cracking. Let’s use cracked and cracking in sentences.
You Do
Have children work together. Give them several verbs with and without
inflectional endings. Partners can add the inflectional endings ed and -ing.
Repeat Have children create sentences using words with -ed and -ing.
TIER
R E T E AC H I N F L E C T I O N A L E N D I N G S - e d, - in g
2
OBJECTIVES Write mixed. This is the word mixed. I look at the word mixed and I see the
I Do
Know and apply grade- word mix. The -ed ending shows that the action has already happened. When
level phonics and I change the -ed ending to -ing, it shows the action is happening now. The
decoding words. new word is mixing. I’ll use these words in sentences: I mixed eggs and flour to
RF.2.3 make bread yesterday. I am mixing eggs and flour to make bread today.
Read words with the We Do

Write act and fix. Let’s add -ed. Say acted and fixed. Repeat with acting and
inflectional endings fixing. Let’s use these words in sentences. Have the group come up with
-ing, -ed. sentences for acted, acting, fixed, and fixing. Repeat this routine with the
following examples:
miss land pack box snack
You Do
Now it’s your turn. Add -ed and -ing to each root word and use each word in a
sentence: tack, spell, click, spill.
Repeat Have children add the ending -ed or -ing onto the ends of words.
T346 UNIT 1 WEEK 4

WEEK 4
Vocabulary
OBJECTIVES
I Do
fluency to support

and writing. For example, provide sentence starters, such as I give the
animal . Ask children to write each word in their Writer’s Notebook.
OBJECTIVES
I Do
to describe (e.g.,
page 31.

Approaching Level
Comprehension
TIER
2
OBJECTIVES Read the first paragraph of the Practice Book selection. Model using the
I Do
Read with sufficient appropriate intonation based on the text being read.
accuracy and
fluency to support
We Do
Read the next paragraph and have children repeat each sentence after
comprehension. you. Point out how the correct intonation in your voice can make the text
RF.2.4
easier to understand.
Read on-level text
with purpose and
You Do
understanding. intonation as they read.
RF.2.4a
TIER
I D E N T I F Y D E TA I L S
2
OBJECTIVES Remind children that they have been reading narrative nonfiction. Tell
I Do
Identify details in a
them that when they read nonfiction, they can look for details in the text.
nonfiction text. Say: When we read nonfiction, we look for details in the words.
We Do
Read the first paragraph of the Practice Book selection aloud. Pause to
identify a detail. I read that Wilshire is a fire dog. I also read that he lives in the
city. These are both details from the selection.
You Do
page, prompt them to identify any details they learned. Help children to
identify the details.
T348 UNIT 1 WEEK 4

WEEK 4
R E V I E W K E Y D E TA I L S : U S E P H OTO S
OBJECTIVES
I Do
Remind children that key details provide important information about
Read with sufficient the the selection. Say: I can find key details in the words and in text features,
accuracy and such as photos and captions. Photos and captions provide information that
fluency to support
sometimes is not found in the text.
comprehension.
RF.2.4 Read the first few paragraphs of the Practice Book selection together.
We Do
Read on-level text Pause to point out key details in the text and in the photograph.
with purpose and
understanding.
You Do
Stop reading on page 4 and say: What key details are on this page?
RF.2.4a Record each detail on a Key Details chart. Continue having children add
details. Then guide them to use the key details to understand important
key details in a text. information about the selection.

Read with sufficient Have children pick a nonfiction selection that they have read for sustained
accuracy and
fluency to support
silent reading. Remind them that:
comprehension. ‡ they should look for the key details in the words and pictures.
RF.2.4
Read on-level text
‡ it is important to ask questions about the text and then try to find the
with purpose and answer as they read.
understanding. ‡ as they read, they should pay special attention to how the key details
RF.2.4a
help them understand the text.
‡ tell what questions they asked as they read the text.
‡ tell how the key details helped them to understand the selection.
COMPREHENSION T349
On Level
Informational
Text
Leveled Reader:
by Rachel Tandy

Digital
Before Reading
Informational
Preview and Predict

Text
by Rachel Tandy
PAIRED
READ Working with Animals
P
PD PAIRED
Leveled Reader and have children repeat. Preview the selection’s photos. Prompt
Leveled
OBJECTIVES Review Genre: Informational Text

Ask and answer Have children recall that informational text is about real people, things, Detail Detail Detail
such questions as
who, what, where, or events. It can have photographs and captions.
Remind children of the Essential Question: How do we care for Organizer
understanding
of key details in a animals? Set a purpose for reading: Let’s read to find out how people care
text. RI.2.1 for whales.
Know and use Remind children that as they read a selection, they can ask questions
various text features about what they do not understand or want to know more about.
(eg. captions, bold
print, subheadings, Retelling
glossaries, indexes, During Reading Cards
electronic menus,
icons) to locate key Guided Comprehension
As children whisper read People Helping Whales, monitor and provide
RI.2.5 guidance, correcting blending and modeling key strategies and skills.

MATERIALS
Leveled Reader
People Helping Whales and look for the answers in the text. Model using the strategy on page
6. Say: Page 6 says that in the summer, whales eat plankton. I wonder:
What do whales eat in the winter? On page 7, I read that in the winter,
their bodies use the fat from their blubber as food.

Remind children that key details give information about the text. Say:
You can look for key details in text features, such as photos and captions.
After reading, ask: What are the book’s key details? Display a Key Details
chart for children to copy.
T350 UNIT 1 WEEK 4

WEEK 4
Model recording answers for children. Have children copy the answers
into their own charts. Literature
Think Aloud Page 13 gives me key details about how stranded Circles
whales are moved back into the water. A crane lifts the whale and Lead children in conducting
puts it on a raft. A boat tows the raft to deep water. I will add this a literature circle using the
information to my Key Details chart. Thinkmark questions to guide
learned about how people care
After Reading for animals from both selections
Respond to Reading
Retell
Have children take turns retelling the selection, using the retelling
cards as a guide. Help children make a personal connection by asking:
Level
Up
Informational
Text
Have you or someone you know ever cared for an animal? How?
by Rachel Tandy

Text
Read the sentences, one at a time, modeling appropriate intonation.

Have children chorally repeat. by Rachel Tandy
PAIRED
READ Working with Anima
Animals

PAIRED
Inform
In
nformationa
ation
onal
all
T
Te
Text
Compare Texts
Read about how people work to care
for animals.
PA I R E D R E A D … Working
with by Rach
Rachel Tand
y
Whales On Level with fluency and
Animals
Do you like animals? If you do,
then you might like a job working
“Working with Animals” with animals.
You could be a vet. Vets are animal

doctors. They help make sick animals
Reading questions,
better. Some vets work with pets
like cats and dogs. Others work with
PAIRED
Gabriel Blaj/Alamy
farm animals like horses and cows. READ Working with

W
Make Connections 16
Animals
more detailed version of the selection.

Before reading, ask children to note that Leveled Reader • Use pages 2–3 of People Helping
the genre of this text is also informational Whales Beyond Level to model using
text. Then discuss the Compare Texts statement. After reading, ask the Graphic Organizer to identify key
children to make connections between the information they read from details in the text.
“Working with Animals” and People Helping Whales. • Have children read the selection,
FOCUS ON SCIENCE
Children can extend their knowledge of the needs of
animals by completing the science activity on page 20.
ON LEVEL T351
On Level
Phonics
BUILD WORDS WITH S HOR T a A ND LO NG a
OBJECTIVES Display Word Building Cards m, a, d. Say: These are the letters m, a, and
I Do
Know and apply grade- d. They stand for /m/ /a/ /d/. Listen as I blend these sounds together: /mad/.
level phonics and Demonstrate adding e to mad. Say: When I add e to mad, the word becomes
decoding words.
/mād/, made.
RF.2.3
We Do
Now, let’s do one together. Make the word made using Word Building Cards.
• Build and decode Change the letter m to f. Let’s blend the new word: /fād/, fade.
words with two-letter
blends.
Change the letter d to t. I am going to change the letter d in fade to the letter
t. Let’s blend and read the new word: /fāt/, fate. The new word is fate.
You Do
Have children build and blend the words: tap, tape, cape, cap, map, mat,
mate, date, late, lane, blame, flame.
Fluency in Connect Text Have children read this week's Decodable
Reader selection, You Can Bake a Cake!
Vocabulary
REVIEW WORDS
I Do
acquired through
We Do
and being read to. Vocabulary words using their Response Boards. Ask sample questions to
L.2.6
Review Vocabulary Have children work with a partner to do the Define/Example/Ask routine
Words. You Do
on their own for the remaining vocabulary words. Then have children
write sentences about this week’s selections. Each sentence must contain
at least one vocabulary word.
T352 UNIT1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES
I Do
Remind children that key details give information about the selection.
Ask and answer such Point out that children can look for key details in the words and text
questions as who, what, features. Say: When we read nonfiction, we can look for key details in the
words and text features, such as photos and captions.
how to demonstrate
understanding of key Read the first paragraph of the Practice Book selection aloud. Pause to
details in a text. We Do
RL.2.1 point out the key details. Identify the details and prompt children to tell
why they are important. Use the photo and caption on page 34 to point
Identify the key details out details. Say: We read that dalmatians are often used as fire dogs.
in a text.
You Do
them to identify the important details as they read. Have children explain
why these details are important in the text.

Read with sufficient Have children pick a nonfiction selection that they have read for sustained
accuracy and
fluency to support silent reading. Remind them to:
comprehension. ‡ use key details in the photographs and text to help them understand
RF.2.4
the selection.
Read on-level text
with purpose and ‡ ask questions about what they are reading and then read more of the
understanding. text to help answer their questions.
RF.2.4a

skill to reread text. Have children record the key details on a Key Details chart. After reading,
guide partners to:
‡ tell how they could tell it was a nonfiction selection.
‡ share the questions they asked and explain how they found the answer
to the questions.
Beyond Level
Informational
Text
Leveled Reader:
by Rachel Tandy

Digital
Before Reading
Informational
Preview and Predict

Text
by Rachel Tandy
PAIRED
P
PD PAIRED
Leveled Reader
and the photographs. Ask: What do you think this book will be about?
Leveled
Readers
Review Genre: Informational Text
OBJECTIVES Have children recall that informational text is about real people, things,
Ask and answer or events. Prompt children to name key characteristics and features Detail Detail Detail
such questions as
who, what, where,
of informational text. Tell them to look for these characteristics and
when, why, and how features as they read.
ESSENTIAL QUESTION Organizer
understanding
of key details in a
Remind children of the Essential Question: How do people care for
text. RI.2.1 animals? Have children set a purpose for reading by saying: What do
Know and use you want to find out about caring for animals as you read this book?
various text features
(eg. captions, bold
print, subheadings, During Reading Retelling
glossaries, indexes, Cards
electronic menus,
icons) to locate key Have children whisper read People Helping Whales. Have them place
facts or information self-stick notes next to difficult words. Remind children that when they
RI.2.5
come to an unfamiliar word, they can look for familiar spellings. They
will need to break longer words into smaller chunks and sound out
each part.
MATERIALS
Leveled Reader
People Helping Whales questions to facilitate rich discussion, such as: What does the author
want you to understand about whales? How does this help the whales?
Build on children’s responses to develop understanding of the text.

Remind children that asking and answering questions as they read can
help them understand important information in the text. Say: Look for
the answers to the questions you ask yourself in the words, photos and
captions, and diagrams.
T354 UNIT 1 WEEK 4

WEEK 4

Remind children that informational text contains key details and Literature
facts about a topic in the text as well as in photos and captions. After Circles
reading, ask: What key details can you learn by looking at the photos and Lead children in conducting
captions? Display a Key Details chart for children to copy. a literature circle using the
Model how to record the information. Have children fill in their chart. Thinkmark questions to guide
Think Aloud As I read, I will look at the photos and captions to learn to discuss what children have
more about whales and how people help them. learned about how people care
for animals from both selections
After Reading
Respond to Reading
Retell
Have children take turns retelling what they learned from the selection,
using the retelling cards. Help children make a personal connection by
writing about ways they have seen people care for animals. Say: Write
about ways that people help animals in need.
Inform
In
nformationa
ation
tional
all
T
Te
Text
Compare Texts
How can people work to care for
animals?
Gifted and Talented
PA I R E D R E A D … Working
with
Animals
by Rach
Rachel Tand
y SYNTHESIZE Challenge
Do you like animals? If so, you might
like a job working with them. There are
children to find out more about
“Working with Animals” many types of jobs for animal lovers.
Here are a few jobs you could do.
You could be a vet. Vets are animal

whales and how they live. Ask
doctors. They treat sick animals to make
them better. Some vets work with small
animals like cats and dogs. Others work
them to make a booklet to
with farm animals like horses and cows.
Make Connections
PAIIRED
PAIRE
describe one type of whale, where
Gabriel Blaj/Alamy
REA
AD Working with Anima
ls
16
Before reading “Working with Animals,” it lives, what it eats, and any other
Leveled Reader interesting information they find
have children preview the title page and
identify the genre as informational text. Then discuss the Compare Texts out about it.
statement. After reading, have children work with a partner to discuss EXTEND Have children use
the information they read from “Working with Animals” and People nonfiction books about animals
Helping Whales. Ask children to make connections by comparing and and other reference materials
contrasting the people and animals from each selection. Prompt children to do their research.
to discuss what they learned about how people care for animals.
FOCUS ON SCIENCE
on page 20.
BEYOND LEVEL T355

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words care
Model
Use words and phrases and needs. Write sentences about caring for animals on the board using
acquired through the words.
and being read to, Write the words nutrition and prey on the board and discuss the meanings
and responding to
with children. Then help children write sentences using these words.
Apply
Have children work in pairs to review the meanings of the words friendship
other kids are happy and relationship. Then have partners write sentences using the words.
that makes me happy).
L.2.6
R O OT W O R D S
OBJECTIVES Read aloud the second paragraph of the Comprehension and Fluency
Model
clarify the meaning
of unknown and Think Aloud I see the word allowed. I’m not sure what this word means.
multiple-meaning When I separate the root word and the ending, I see the word allow. I
words and phrases
based on grade 2
know this means to give permission for. I see the ending -ed. This ending
reading and content, means that something has already happened. Now I understand that
choosing flexibly from Wilshire was not permitted to go certain places.
With children, read more sentences. Help them figure out the meaning of
L.2.4
trained.
Use a known root
word as a clue to Have pairs of children read the rest of the passage. Ask them to separate
the meaning of an Apply
the root word and the ending to determine the meanings of the following
unknown word with
the same root (e.g. words: showed, meeting.
L.2.4c Gifted and Extend Explain that words ending with silent e, drop the e before adding
Talented
the ending. Using the words lives, lived, hired, gives, takes, have partners
write the base words and the endings.
T356 UNIT 1 WEEK 4

WEEK 4
Comprehension
OBJECTIVES Remind children that key details in a passage help the reader understand
Model
Ask and answer such the topic. Remind children to look for key details in text features, such as
questions as who, what, photos and captions.
how to demonstrate Have children read the first paragraph of the Comprehension and Fluency
details in a text. RI.2.1
passage of Beyond Level Practice Book pages 33–34. Ask open-ended
questions to facilitate discussion, such as: What key details did you learn
about Wilshire in this paragraph? What does the photo and caption on
page 34 help you understand about Wilshire? Children should support their
responses.
Apply
Have children identify the key details in each paragraph in the rest of the
passage as they independently fill in a Key Details chart.

Describe how
Have children choose a nonfiction book for sustained silent reading.
respond to major ‡ As children read, have them fill in a Key Details chart.
RL.2.3 ‡ Remind them to reread difficult sections of the text.
Reread difficult
sections in a
Read Purposefully
text to increase Encourage children to keep a reading journal. Ask them to read different
understanding. nonfiction books to learn about a variety of topics.
Talented
to the weekly theme of caring for animals. Have children compare the way
people care for animals in the different selections they have read.
Shared Read
Taking Care of Pepper Go
Digital
Before Reading
Build Background
Read the Essential Question: How do we care for animals?
P
PD
Essential Question

for a horse.
70
070-075_CR14_SI2_U1W4_MR_118866.indd 70 12/19/11 10:52 AM
‡ Explain the meaning of the Essential Question. Say: We care for

Taking Care of
Reading/Writing animals when we give them the things they need to live. Pepper
Workshop
‡ Model an answer: We care for animals when we give them food,
water, exercise, and a safe place to live.
OBJECTIVES Detail Detail Detail

‡ Ask children a question that ties the Essential Question to their own
accuracy and background knowledge: Turn to a partner and talk about how people
fluency to support you know care for animals. Call on several pairs. Graphic
comprehension. Organizer
RF.2.4
Ask and answer
During Reading
such questions as Interactive Question Response
who, what, where,
when, why, and how ‡ Ask questions that help children understand the meaning of the text
to demonstrate after each paragraph.
details in a text. RI.2.1
‡ Reinforce the meanings of key vocabulary providing meanings
embedded in the questions.
Know and use
various text features ‡ Ask children questions that require them to use key vocabulary.
(eg. captions, bold ‡ Reinforce strategies and skills of the week by modeling.
print, subheadings,
electronic menus,
icons) to locate key
RI.2.5
ACADEMIC
LANGUAGE
reread, key details,
questions, photos,
captions
T358 UNIT 1 WEEK 4

WEEK 4
Taking Care of Pepper Listen to this sentence that shows how Jack cares for
Pepper: Next, Jack strokes Pepper’s brown coat and
Pages 70-71 it feels smooth. What do you think the word strokes
means in the sentence? (to move your hand across
Point to the title. Listen as I read the title of the the horse’s coat; to pet or feel the horse’s coat)
is the title? (Taking Care of Pepper) Pepper is the How are Pepper’s needs similar to the needs
name of the horse in the selection. of other animals? (All animals need food, water,
Point to the horse in the photos. This is Pepper. exercise, and shelter, just as Pepper does.)
Pepper lives on a farm. What do you think Pepper
needs to live? (He needs food, water, exercise, and Page 74
a safe place to live.) Point to Jack. This is Jack. What
is he giving the horse? (He is giving it a carrot. He is Let’s read this page together. Point out that roam
showing that he cares about it.) and wander are synonyms. Ask: Why do you roam
or wander sometimes? Point to the photo. What
Page 72 is Pepper doing in this photo? (running) How does
running in the fields help Pepper? (It gives him
Let’s read the page together. Point to the outside exercise and keeps him healthy.)
of the stall. Say: This is Pepper’s stall. It protects him
from bad weather and keeps him dry. Ask: What People also need exercise. How do you get
do Jack and his father do each morning to care for exercise? (Possible answer: Run, play outside.)
Pepper? (They give Pepper hay to eat and clean
Point to and identify Pepper’s mane, tail and
his stall.)
fur. Explain that coat is another name for an
Listen as I read this sentence from the story: He animal’s fur.
shovels out the dirty hay and sawdust. Explain the
meanings of hay and sawdust. Ask: How does this Page 75
help Pepper? (It gives Pepper a clean place to live.)
Point out that excited and all worked up are Let’s read this page together. Now listen to this
synonyms. sentence: When they are finished riding, Jack
Explain and Model the Strategy Help children grooms Pepper. What does the author mean
to understand the strategy. Say: I wonder, What by “grooms”? (He makes Pepper look good by
else do Jack and his family do to care for Pepper? I’ll brushing his coat and cleaning him.)
keep reading to find the answer to the question. Explain and Model the Phonics Read the first
two sentences. Listen carefully. Raise your hand
Page 73 when you hear a word that has the short a sound
and put your hand on your head when you hear a
Let’s read this page together. Now listen as I read this word that has the long a sound. (saddle, places)
sentence: Next, his mother gives him an apple for Now let’s say each word together: saddle, places.
Pepper. What other things does Pepper eat? Use the
photo to help you. (hay) After Reading
Make Connections


Informational
Text
Leveled Reader:
by Rachel Tandy

Digital
Before Reading
Informational
Preview
Text
by Rachel Tandy
PAIRED
Read the title. Ask: What is the title? Say it again. Repeat with the
P
PD PAIRED
Leveled Reader
author’s name. Preview the selection’s photographs. Have children
Leveled
describe the images. Use simple language to tell about each page. Readers
Follow with questions, such as: What does the book show about whales?
OBJECTIVES What does it show about how they move?
Ask and answer
ESSENTIAL QUESTION Detail Detail Detail
such questions as
who, what, where, Remind children of the Essential Question. Say: Let’s read to find out
when, why, and how how people care for whales. Encourage children to seek clarification
when they encounter a confusing word or phrase. Organizer
understanding
of key details in a
text. RI.2.1 During Reading
Know and use
(eg. captions, bold Pages 2–3 Point to the two photos of whales. There are many kinds of
print, subheadings, whales. Whales are very big animals. Tell your partner which whale is the Retelling
glossaries, indexes, Cards
the largest animal on Earth. Talk about how long this animal is. (A blue
electronic menus,
icons) to locate key whale is the largest animal on Earth. It can be 100 feet long.)
facts or information Pages 4–5 What is blubber on a whale? (It is a layer of fat.) What does
the blubber do? (It helps keep the whale warm.) Look at the diagram
RI.2.5
on page 5. Point to the blowhole. Talk with your partner about what the
blowhole is used for.
MATERIALS
Pages 6–7 Point to the picture of the pod of whales. Say: Whales live in
Leveled Reader
People Helping Whales groups called pods. What do pods do? (They swim together and look for
food.) What do whales do in the winter? (They swim to warmer oceans.)
Pages 8–9 Look at the photo on page 8. What does the author mean
when she says that the whale is stranded? (It is stuck on the beach, not
able to the water.) What happens when whales get stranded? (People
help them.)
Pages 10–11 Point out the photo on page 10. Say: Talk with a partner.
How are the people in the picture helping the whale? (They are pouring
water on it to keep it cool and wet.) Why do workers put towels on the
whale? (to protect it from the sun)
T360 UNIT 1 WEEK 4

WEEK 4
Pages 12–13 Ask: How do the workers get the whale to the water? (They
lift it with a crane and put it on a raft.) Literature
Pages 14–15 Say: Talk with a partner about what might happen if the Circles
people did not help the whale. (It could have died on the beach.) Lead children in conducting
After Reading Thinkmark questions to guide
the discussion. You may wish to
Respond to Reading discuss what children learned
about how people help animals
Ask children to work with partners to answer the Respond to Reading
from both selections in the
questions. Pair children with peers of varying language abilities. leveled reader.
Retell
Fluency: Intonation Level

Up
Informational
Text
Read the sentences in the book, one at a time. Help children echo-read
the pages expressively and with appropriate intonation. by Rachel Tandy
Informational
Apply Have children practice reading with a partner. Pair children with
Text
peers of varying language abilities. Provide feedback as needed.

by Rachel Tandy
PAIRED
READ Working
rking with Anima
Animals
Inform
In
nforma
nform ationa
tional
tionall
Text
Te
Text
Compare Texts
How can people work to care for
animals?
PA I R E D R E A D … Working vet
by Rach
Ra
achel
PAIRED
with e Tandy
Animals
dog
Do you like animals? Then you

“Working with Animals” might like to work with them.
You could become a vet. Vets are

animal doctors. They make sick Whales ELL Level with fluency and
animals better. Some vets work
with small animals. Others work
PAIRED
Gabriel Blaj/Alamy
with wild animals. READ Working with

W
Animals
Make Connections 17
Reading questions,
Before reading, tell children that this text Leveled Reader THEN Tell children that they will read a
is also informational nonfiction. Then more detailed version of the same text.
discuss the Compare Texts statement. After reading, ask children to
make connections between “Working with Animals” and People Helping • Use pages 2–3 of People Helping
Whales. Prompt children by providing sentence frames: One way people Whales On Level to model using the
help animals is . Graphic Organizer to list key details in
the text.
FOCUS ON SCIENCE
on page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “Taking Care of Pepper,” following the

I Do
Use words and phrases Vocabulary Routine found on the Visual Vocabulary Cards for words
acquired through excited, safe, allowed, wild, roam, wandered, needs, and care.
and being read to, After completing the Vocabulary Routine for each word, point to the
adjectives and adverbs children to repeat the word.
Have partners write vocabulary words on small cards. Have them select a
that makes me happy). word, pronounce the word, and use it in an oral sentence.
L.2.6
Help children write and Lead children to write and Have children write
LANGUAGE pronounce two words say four words and use the vocabulary words,
OBJECTIVE correctly. them in sentences. pronounce them and use
Use vocabulary words. them in a sentence.
REVIEW VOCABULARY
I Do
Use words and phrases over a few days. Read each word aloud, pointing to the word on the
acquired through
and being read to. Vocabulary Routine on the back of the card.
L.2.6
We Do
Ask children to think up sentences using the words. Then have children
define the words.
LANGUAGE
OBJECTIVE You Do
Have partners make a list of clues for two or more words. Ask them to read
Use vocabulary words. them aloud for the class to guess the word.

Help children list clue Have children write clues Ask children to use
words and read them as sentences. synonyms or antonyms in
aloud. their clues.
T362 UNIT 1 WEEK 4

WEEK 4
R O OT W O R D S
OBJECTIVES
I Do
Read aloud the first paragraph on page 74 of “Taking Care of Pepper,”
Determine or while children follow along. Summarize the paragraph. Point to the word
clarify the meaning wandered. Explain that, to understand the meaning of a word you do not
of unknown and
know, try to separate the word into word parts. You can separate the root
multiple-meaning
words and phrases word from the ending, such as -ed, or -ing.
based on grade 2
Think Aloud I’m not sure what the word wandered on page 74 of “Taking
choosing flexibly from Care of Pepper” means. I’ll separate the root word wander from the ending -ed.
an array of strategies. Now I understand that wandered means moved around without a place to go.
L.2.4
We Do
Have children point to the word walking on page 74. Guide them to use
Use a known root
word as a clue to root words to figure out the meaning of the word walking. Write the
the meaning of an definition on the board.
unknown word with
the same root (e.g., You Do
Have partners write a definition for waiting on page 75 using root words.
L.2.4c
Help children locate the Ask children to locate and Have children separate the
word and root word on read aloud the root words root word from its ending
LANGUAGE the page. on the page. and define the word on
OBJECTIVE the page.
Use known root words.
OBJECTIVES
I Do
List additional vocabulary and concept words from “Taking Care of
Know and apply grade- Pepper”: needs, care, stall, exercise. Define each word for children.
level phonics and
word analysis skills in We Do
Model using the words for children in a sentence: I care for my cat by
decoding words. feeding it. A baby takes a great deal of care. Then provide sentence frames
RF.2.3 and complete them with children: We care for our school when we .
Compare formal
and informal uses of You Do
Have pairs make up their own sentences and share them with the class to
English. L.2.3a complete them.
LANGUAGE Help children copy the Provide sentence starters Have children define the
OBJECTIVE sentence frames correctly for children, if necessary. words they used and use
Use transition words and complete them. them in sentences.
VOCABULARY T363

Writing/Spelling
W R I T I N G T R A I T: S E Q U E N C E
OBJECTIVES Explain that writers organize their writing in a way that makes sense. They
I Do
With guidance use words, such as first, next, then, and last to help the reader follow the
and support from sequence. Write and read the sentences: First we walked the dog. Next we
adults, use a variety
of digital tools to fed him. Then we played with him. Finally the dog took a nap.
produce and publish
writing, including in We Do
Read the first sentence of “Taking Care of Pepper,” emphasizing the word
collaboration with first. Explain that this word helps the reader follow the order, or sequence.
peers. W.2.5 Ask children to identify a sequence word in the next paragraph.
Demonstrate
You Do
Have children write a few sentences that show how they can care for an
command of the
conventions of animal. Remind them to use words that show the sequence of events.
standard English Beginning Intermediate Advanced
grammar and usage
when writing or Help children write Ask children to describe Ask children to describe
speaking. L.2.1 the sentences. Provide ways they can care for how they can care for an
sentence frames to copy an animal. Give sentence animal. Ask them to use
and complete. frames to complete. sequence words.
WO RD S WITH SHORT a, LO NG a
OBJECTIVES Read aloud the Spelling Words on T14. Segment the words into sounds.
I Do
Demonstrate Point out the short a or long a in each word. Read aloud, segment, and
command of the
spell the remaining words; have children repeat.
conventions of
standard English
We Do
Read the first sentence from Dictation Routine on page T14 aloud: Meg
capitalization,
punctuation, and gave me a bag of nuts. Then emphasize the short a in bag and ask children
spelling when writing. to repeat. Have them write the word. Repeat for the remaining sentences.
L.2.2
You Do
spelling lists. Have children correct misspelled words on their list.
LANGUAGE
OBJECTIVES Beginning Intermediate Advanced
Spell words with short Help children copy After children have Have children think of
a and long a sounds. the words with correct corrected their words, other words that have the
spelling and say the word. have pairs quiz each other. short a or long a sound.
T364 UNIT1 WEEK 4

WEEK 4
Grammar
P R E D I C AT E S
OBJECTIVES
I Do
Review that a predicate is a part of a sentence that explains the action
Demonstrate command in the sentence. The predicate tells what the subject does. Write the
of the conventions following sentence on the board: The horse eats hay. Underline the words
of standard English
grammar and usage
eats hay and explain that this is the part of the sentence that explains the
when writing or action in the sentence. It tells what the horse does.
speaking. L.2.1
We Do
and identify the predicate in the sentence. Have them say: The predicate is
LANGUAGE
OBJECTIVE
.
Recognize that The animal drinks water.
sentences have
predicates Jack brushes his horse.
Tim feeds his cat.
Grades K-6
You Do
Language The animal . The boy .
Transfers
Handbook
Pair children and have them complete each sentence frame by providing
predicates based on this week’s readings. Have them fill in the predicate
based on what they know about the selections. Circulate, listen in, and
ELL Language take note of each child’s language use and proficiency.
Transfers
Provide extra support Beginning Intermediate Advanced

by pointing out Ask children to describe Ask children to explain in After completing the
the predicates in in their own words what their own words what a sentence frames, have
sentences that you “Taking Care of Pepper” is predicate is. Have them children make their
read. Make sure about. Explain that some fill in the sentence frames own sentences with the
children understand of these words can be with any words that make predicate missing based
that every complete used as the predicate in sense from the selections on the passages and
sentence must have their sentence frames. they have read that week. ask a partner to fill in a
a predicate. Remind predicate of their choice.
them that a predicate
is the part of a
sentence that states
the action and tells
about the subject.
Provide them with
practice locating
the predicates of
sentences.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details: Use Root Words L.2.4c Writing About Text RI.2.1,
Photos RI.2.1, RI.2.5 RI.2.5
Grade 2
Assessment Includes
Weekly
State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T366 UNIT 1
WEEK 4
TESTED SKILLS
T If … Then …
Children answer 0–6 … assign Lesson 105 on Key Details: Using
COMPREHENSION multiple-choice items Photos from the Tier 2 Comprehension
correctly … Intervention online PDFs.
Children answer 0–6 … assign Lesson 99 on Root Words from the

VOCABULARY multiple-choice items Tier 2 Vocabulary Intervention online PDFs.
correctly …
Children score less than … assign Lessons 105 and/or Write About


TIER TIER
intervention.

WEEKLY OVERVIEW
TEACH AND MODEL

TEACH MODEL

checks Shared Read “Families Work!”, 86–89
choose Genre Expository Text
Lexile 500L
chores
cost
customers
jobs Comprehension Strategy ............Ask and Answer Questions, T398–T399
spend Comprehension Skill .....................Key Details, T400–T401

Genre ....................................................Expository Text, T410–T411
tools
Vocabulary Strategy ......................Inflectional Endings, T412–T413
Writing Traits .....................................Sentence Fluency, T388–T389
Grammar .............................................Expanding and Combining Sentences, T390–T391
Go
Digital
T368 UNIT 1 WEEK 5

FRIENDS AND FAMILY
Essential Question
What happens when familes work
together?
WEEK 5
APPLY WITHAPPLY
CLOSE READING
PAIRED
READ
Families Working Together, 104–107 “Why We Work,” 108–109
Genre Expository Text Genre Expository Text
Differentiated Text

Tara and Tiree, Pets at the White
Fearless Friends: A House
True Story Genre Nonfiction
Genre Nonfiction Lexile 470L
Lexile 230L
Classroom Library

TEACH AND MANAGE
How You Teach

Families Working Together “Families Work!” Families Working Together
Minilessons Why We Work
Ask and Answer Questions, Key
Details, Informational Text, Inflectional
Student
Endings, Writing Traits Anthology
Workshop
82–83


PDF Online
41–50
Name Date
My To-Do List
Phonics ⁄
Reading Word Study
Key Details Short i, Long i
Fluency

Sentence Types Families in Jobs

Vocabulary
Phonics, p. 42
Comprehension
Comprehension and
6 Unit 1 • Week 5 • Families Working Together Contracts
Goo Online
Onl
O
Lev
Le
Level Activities
ev Writer's
Wr Workspace
Digitall

WEEK 5
Leveled Readers Job Descriptions, T422–423
Text Connections
Compare Families Working,
T424
Write About Reading
Weekly Assessment
49–60


5
( More
16 Activities
on back
5 1

READING
Build Background Families Working Together, Oral Language Families Working Together, T392
T376–T377 Review Oral Vocabulary Words, T392
Teach, Oral Vocabulary Words exchange, homework, lucky,
members, treasure; T378
Model, Listening Comprehension Strategy: Ask and Interactive Read-Aloud Cards “Families Today,” T393
and Interactive Read-Aloud Cards “Families Today,” T379
Word Work
Whole Group
Phonemic Awareness: Phoneme Categorization, T394

Apply Word Work Phonics/Spelling: Words with Short and Long i,
Phonemic Awareness: Phoneme Isolation, T380 T394–T396
Phonics/Spelling: Introduce Short i, Long i: i_e; T380– Structural Analysis: Possessives, T395
T382 High-Frequency Words, T396
High-Frequency Words: all, any, goes, new, number, Vocabulary Expand Vocabulary, T397
Reading/Writing Workshop other, right, says, understands, work; T383
Comprehension
Vocabulary Words in Context: check, choose, • Strategy: Ask and Answer Questions, T398–T399
chores, cost, customers, jobs, spend, tools; T384–T385 • Skill: Key Details, T400–T401
Close Reading of Complex Text “Families Work!”, Practice Your Turn 42–47
86–89
Leveled Reader Families at Work, T430–T431 Leveled Reader Families at Work, T430–T431
TIER
Phonemic Awareness Phoneme Isolation, ion, T4

T432
2 2 Phonemic
onemic Awareness Phoneme Categorization,
Approaching Phonics Connect i to /i/ and i to /ī/, T4344 2
TIER
2 2
T432
TIER
TIER
onics Blend
Phonics B g i, T434
Words with Short and Long T43
34 2
Level
TIER
High-Frequency Words Review Words, T437 T437 2

TIER
Vocabulary Review Words, T437 8 2

Comprehension Identify Key Details, T438
On Level Phonics Build Words with Short and Long i, T442 Comprehension Review Key Details, T443
Small Group
Beyond Vocabulary Review Domain-Specific Words, T446 Comprehension Review Key Details, T447
Level
Shared Read “Families Work!,” T448–T449 Leveled Reader Families at Work, T450–T451
English Phonemic Awareness Phoneme Isolation, T432

Phonics Connect i to /i/ and i to /ī/, T434
Phonemic Awareness Phoneme Categorization,
T432
Language Vocabulary Preteach Vocabulary, T452 Phonics Blend Words with Short and Long i, T434
Learners Vocabulary Review Vocabulary, T452
Writing Writing Trait: Sentence Fluency, T454
LANGUAGE ARTS Writing Process: Personal Narrative T486–T491

Whole Group

• Writing Trait: Sentence Fluency, T388–T389 • Writing Trait: Sentence Fluency, T402
Grammar Grammar
Grammar • Expanding and Combining Sentences, T390 • Expanding and Combining Sentences, T403
• Mechanics: Quotation Marks, T391 • Mechanics: Quotation Marks, T403
T372 UNIT 1 WEEK 5

WEEK 5
Go
Digital
CUSTOMIZE YOUR OWN
LESSON PLANS

READING
Interactive Read-Aloud Cards “Families Today,” T404 Oral Language Families Working Together, T416 Integrate Ideas
Phonemic Awareness: Phoneme Categorization, T417 • Write About Reading, T425
Comprehension Maintain Skill: Use Illustrations/ • Research and Inquiry, T425
Photos; T405 Phonics/Spelling: Words with Short and Long i,
T417–T418 Word Work
Word Work Phonemic Awareness: Phoneme Blending, T426
Structural Analysis: Possessives, T417
Phonemic Awareness: Phoneme Blending, T406 Phonics/Spelling: Words with Short and Long i,
Phonics/Spelling: Words with Short and Long i, T426–T427
T406–T407 Fluency Phrasing, T419
Structural Analysis: Possessives, T426
Structural Analysis: Possessives, T407 Vocabulary Strategy Review: Root Words, T419 High-Frequency Words, T427
Fluency Phrasing, T408 Close Reading “Why We Work,” 108–109 Vocabulary Review Words, T427
Vocabulary Reinforce Vocabulary, T409 Integrate Ideas Research and Inquiry, T422–T423 Practice Your Turn 50
Genre Expository Text, T410–T411 Practice Your Turn 43–45
Vocabulary Strategy
Inflectional Endings, T412–T413
Close Reading Families Working
Together, 104–107
Literature
Leveled Reader Families at Work, T430–T431 Leveled Reader Paired Read: “A Family Sawmill,” T431 Leveled Reader Literature Circle, T431
Phonemic Awareness Phoneme Blending, T432 Phonemic
onemic Awareness Phoneme Categorization, Phonemic Awareness Phoneme Blending, T432
TIER
Phonics Build Words with Short and Long i, T435 T4322 2 Phonics Blend Words with Short and Long i, T435
Structural Analysis Review Possessives, T436
6 2
TIER
onics Blend
Phonics B Words with Short and Long i, T435 Comprehension Self-Selected Reading, T439
Comprehension Review Key Details, T439 es, T436
Structural Analysis Reteach Possessives, T43
TIER
Vocabulary Review Words, T442 Comprehension Self-Selected Reading, T443
• Inflectional Endings, T447 • Self-Selected Reading, T447
• Synthesize, T447 Gifted and • Independent Study: Gifted and
Talented Families Working Together, T447 Talented
Phonemic Awareness Phoneme Blending, T432 Phonemic Awareness Phoneme Categorization, T432 Phonemic Awareness Phoneme Blending, T432
Phonics Build Words with Short and Long i, T435 Phonics Blend Words with Short and Long i, T435 Phonics Blend Words with Short and Long i, T435
Structural Analysis Review Possessives, T436 Structural Analysis Reteach Possessives, T436 Spelling Words with Short and Long i, T454
Vocabulary Strategy Inflectional Endings, T453 Vocabulary Additional Vocabulary, T453
Grammar Expanding and Combining Sentences, T455
LANGUAGE ARTS
• Writing Trait: Sentence Fluency, T414 • Writing Trait: Sentence Fluency, T420 • Writing Trait: Sentence Fluency, T428
• Expanding and Combining Sentences, T415 • Expanding and Combining Sentences, T421 • Expanding and Combining Sentences, T429
• Mechanics: Quotation Marks, T415 • Mechanics: Quotation Marks, T421 • Mechanics: Quotation Marks, T429

A C T

instruction.

Organization Categorizing, T387
Families Work!

Purpose Inform, T413C
Families Working Together

“Why We Work”

SCAFFOLD
support Workshop “Families Families at Work,
Work!,” T448–T449 T450–T451
THEN scaffold instructions using the “A Family Sawmill,” T451

WEEK 5
more complex text.
T445
Quick Check
T399
Comprehension Skills Key Details, T401
Genre Informational Text, T411 Beyond
Vocabulary Strategy Inflectional Endings, T413

Phonics/Fluency Short i, long i; Phrasing, T407, T419 T441

If Yes On Level Review, T440–T443 On Level
ing
Approach ELL
T431 T451
T 451
Additional Vocabulary T453 Inflectional Writing Spelling Grammar

cost jobs Endings T453 Sentence Words with Expanding and
deliver neighbors Fluency, T454 Short i, long i, Combining
T454 Sentences, T455

DAY 1 behavior
behavior
check a b c
Ii
Visual Vocabulary Cards Think Aloud i
Cards 001_004_CR14_NA_IRA_2_U1W5_187770.indd Front1 3/9/12 7:48 AM
Cloud
check customers Interactive Read-
choose jobs Aloud Cards insect
Reading/Writing chores spend behavior
Workshop behavior
all
cost tools Sound-
Spelling
Word Cards

5
Mins
Build Background
ESSENTIAL QUESTION
Go
What happens when families work together? Digital
Writing Workshop. Tell children that family members may include Weekly
Weekly
eekl
k y Concept
Concep
p Fa
Fam
amilies
milies
ilies W
Essential Question
tion
Working
What happens when families

k
ki g Tog
T gether
eth r
ethe
mothers, fathers, sisters, brothers, grandparents, or anyone else in an

work together?
Go Digital!
Reading/Writing
Workshop extended family.
Jose Luis Pelaez Inc/Blend

Inc/Ble Imag
ges/Gettyy Images
Discuss the photograph with children. Explain that adult family
Imag
OBJECTIVES members have jobs to help pay for the cost of things they need. Familes
Working
Participate in ‡ Families also have jobs in taking care of a home. Together
collaborative
conversations with ‡ People in a family help each other by cooking and cleaning.
diverse partners
‡ Families must buy things they need, such as food and clothing.
and adults in small Talk About It
and larger groups. Video
SL.2.1 Ask: What jobs do your family members have? What jobs do you have to
COLLABORATE help out at home? How do the jobs that your family members do help pay
Build background for the cost of food and clothing? Have children discuss in pairs or groups.
knowledge. Families Work
Model using the Concept Web to name ways families work together. Together
ACADEMIC Graphic
LANGUAGE
cost, jobs
Collaborative Conversations Organizer
Listen Carefully As children engage in partner, small-group, and peered

‡ listen carefully to the speaker. Visual Glossary
T376 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Essential Question
work together?
Go Digital!
This family is working together to make a

pie. Working together gets chores done
and can be fun! There are many ways
families work together.
Families do jobs at home, such as
cooking and cleaning.
Families shop together for food and
clothing. They think about the cost
of the items.
Talk About lt
Talk with a partner about Families
how your family works Work Together
together. List your ideas

on the web.
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ENGLISH LANGUAGE LEARNERS GRAPHIC ORGANIZER 61

SCAFFOLD
Use Visuals Point to the Describe Have children Discuss Ask children
girl and her mother in describe what the girl to describe how the
the photograph and say: and her mother are girl and her mother are
The girl and mother are doing. Ask: What are working together. Ask
at work. They are working these people doing? How questions to help them Families Work
together to make food for do they help their family? elaborate, such as, What Together
the family. Have children Encourage children to do you think they are
repeat after you. Model use a concept word in making? How will this
correct pronunciation as their responses. Allow help the family? Why is
needed. children ample time to it important to help the
respond. family? Clarify children’s
responses as needed by
providing vocabulary.

WHOLE GROUP
DAY 1
Build the Concept
5
Mins
Oral Language
O BJECTIVES ESSENTIAL QUESTION Go
questions about COLLABORATE families work together.
what a speaker says
in order to clarify
comprehension,
information, words below. Prompt children to use the words as they discuss how
or deepen
families work together. 001_004_CR14_NA_IRA_2_U1W5_187770.indd Front1 3/9/12 7:48 AM
understanding of a Families Today

• Develop oral Oral Vocabulary Routine

language.
Define: Exchange means to trade one thing for another.
• Discuss the
Example: Meghan wants to exchange her apple for Kurt’s pear.
© The McGraw-Hill Companies, Inc.
Essential Question.
Ask and
Ask: What is something you might like to exchange with a friend? Answer
ACADEMIC Questions
Define: Homework is schoolwork that students do after school at home.
LANGUAGE
expository text, Example: My teacher gave us lots of math homework to do tonight.
questions Ask: What kind of homework did your teacher give you to do tonight?
Define: Lucky means having good things happen to you.

Example: Elizabeth felt lucky to have Mabel as her good friend.
Ask: Tell about a time you felt lucky.
Define: When people are members of a group, they belong to the group or club.
Example: Joan and Norm are members of the Richard family.
Ask: How do members of a family help one another?
Define: A treasure is something of great value.

Example: Norm’s model car collection is his greatest treasure.
Ask: What has so much value for you that you would call it a treasure?
T378 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Listening
Comprehension
10
Mins
Read “Families Today”
What
is it lik Intera
e to go ct ive
Tell children that you will be reading Child

In ma
tea ch
ren go
ny wa
ers. Th
to sch
ys, sch
to sc
ool to
ools
hool
learn
every
in an
. That
other
is tru
coun
e all
tryl? Or al
Define
Vo ca
lea rn
Read
bu la
ry
Aloud

study To learn
an informational text about the jobs

But sch rn ho are ali d the means
ool is w to ke. Ch world unders
someth
the wo dif fer read ildren . tand
ing so to
en and wr learn Examp it. you wil
rld. Kid t in som ite. Th from l
s ma e wa ey lea at sch le: We lea
ny thin
Ho gs
mmon y.
that people in families have, and

schoo :
ru is take l
seen n hap that
ek 1
is
get to pets are som
how they have fun doing those jobs.

e the schoo ild ren in you
boat l. At take r neighb e commo
home d fro ?
Inc.
again of the m
nies,
. day,
the
-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
Display the Interactive Read-Aloud
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
Cards. Intens
In
Us theive Vocabu
Use
introductive Rea
in How
ce the d Aloud
por
to Use t
the
underli Cards
ned wo to
rds.

001_004_CR14_NA_IRA_2_U1W5_187770.indd Front1 3/9/12 7:48 AM

Questions
1 Model Explain to children that as they read informational text,
they can ask themselves questions about what they are reading.
Then they should look for the answers to their questions. This can
help them better understand the information.
Think Aloud As you read a selection, ask yourself questions
about what you are reading. This can help you better understand
things that are confusing in the selection. As we read “Families
Today,” ask yourself questions about what the Richard family
members are doing and why they are doing it. Then look for
answers in the words and pictures.
2 Apply As you read, use Think Aloud Cloud to model applying the
strategy. Have children think of a question to ask about the text.
Think Aloud In the text, I read that the children sometimes dress
up in costumes to clean the house. I wonder why Joan doesn’t
want to walk the dog. As I read, I will look for answers. I see from
the words and the pictures that Joan doesn’t like to walk the dog
in the rain. That makes sense.
ENGLISH LANGUAGE
Non-verbal Cues Remind children
After reading, have children share what they read and learned about
that they can use non-verbal cues
COLLABORATE jobs that different family members do. Then have them discuss the
to share information when they
questions they asked themselves and how they found their answers. are not able to do so verbally.
Encourage children to use
pantomime or draw.

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards a_e,

a, e, o, u, sl, dr, sk, sp, st, tr, pr, pl, c,
5
Mins
Phonemic Awareness
OBJECTIVES Phoneme Isolation Go
Know and apply
1 Model Model how to isolate medial phonemes in a word. I am going
Digital
grade-level phonics
and word analysis to say a word. Listen to the word tip: /t/ /i/ /p/. I hear the /i/ sound in the
skills in decoding middle of tip. What is the sound in the middle of tip? It is
words. RF.2.3
/iii/. Repeat with time, emphasizing the long vowel sound /ī/ in the
Distinguish long and middle of the word. Then continue with pick and kite.
short vowels when
reading regularly 2 Guided Practice/Practice Have children practice isolating the Phonemic
spelled one-syllable middle sounds in words. Do the first one with them. I am going to say Awareness
words. RF.2.3a
more words. Tell me the middle sound you hear in each word.
• Apply phonics sick like win
when decoding
words with short i
hive pit big
and long i. fit pine ripe five
Ii
• Isolate phonemes. Phonics
ACADEMIC
LANGUAGE
10
Mins
Phonics i i y i_e
igh ie
rhyme, blend
insect five
Introduce Long i: i_e Sound-Spelling Card
1 Model Display the Five Sound-Spelling Card. Teach /ī/ spelled i_e.
Use minimal contrast pairs to show how the vowel team i_e forms
the long i sound. This is the Five Sound-Spelling Card. The sound is /ī/.
This is the sound in the middle of the word five. Listen: /fīīīv/, five. Today
we will learn one spelling for the /ī/ sound. Look at the word I wrote: kit.
This word has the short i sound, /i/. Watch as I add e to the end of the
word. The new word is kite. The i and e act as a team to make long i, /ī/.
SKILLS TRACE Listen /kīt/. I’ll say /ī/ as I write the letters i_e several times.
Short i and Long i: i_e
INTRODUCE Unit 1 Week 5 letters i_e to the /ī/ sound. Display the Five Sound-Spelling Card and
Day 1
write i_e. Now do it with me. Say /ī/ as I write the letters i_e. This time,
REVIEW Unit 1 Week 5
write the letters i_e five times as you say the /ī/ sound.
Day 2, Day 3, Day 4, Day 5
ASSESS Unit 1
T380 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Blend Words with Short i, Long i: i_e

ENGLISH LANGUAGE
1 Model Display Word-Building Cards b, i, t. Model how to blend the LEARNERS
sounds. This is the letter b. It stands for /b/. This is the letter i. It stands
for /i/. This is the letter t. It stands for /t/. Listen as I blend these sounds Phonemic Awareness: Minimal
together: /biiit/. Say it with me: bit. Add an e to the end of bit. If I Say /i/ and note your mouth
add an e to the end of this word, the /i/ sound in bit changes to a long position. Have children repeat. Use
vowel sound, /ī/. Blend the new word with me /bīīīt/, bite. the articulation photos. Repeat
for /ī/. Have children say both
Continue by modeling the words kit, kite; rip, ripe; dim, dime. sounds and notice the differences.
Continue with: bit/bite, pin/pine,
2 Guided Practice/Practice Display the Day 1 Phonics Practice dim/dime, sit/site.
Activity. Read each word in the first row, blending the sounds, for
Phonics: Variations in Language
example, /kis/. The word is kiss. Have children blend each word In some languages, such as
with you. Prompt children to read the connected text, sounding Vietnamese, Hmong, and Khmer,
out the decodable words. there is no short i sound. In
Spanish and Cantonese, there is no
direct transfer for the short i sound.
him pig ride line sit Emphasize the sound /i/ and show
correct mouth position. Practice
sip fizz pick time pipe with Approaching Level phonics
lessons.
bike nine line it
cap made rag ape bat
Take a bite of the ripe fig.

My kite line hit a big pine.
I have five dimes. Also online
Phonics Practice The letter i can stand for the short i sound you hear in fit. The
long i sound you hear in fine can be spelled i_e.
A. Read each word. Circle the words with the short i

sound. Underline the words with the long i sound.
Corrective Feedback
pipe did tip five hike fin side pick
Sound Error Model the sounds that children missed, then have
A possessive noun ends with an apostrophe (’) and an s to
them repeat the sounds. Say: My turn. Tap under the letter and show who owns something.
say: Sound? /ī/. What’s the sound? Return to the beginning of the B. Rewrite each phrase using a possessive noun.
word. Say: Let’s start over. Blend the word with children again. 1. the kite that belongs to the girl
the girl’s kite

py g
2. the job that belongs to Mom
Mom’s job
3. the dish that belongs to the cat

p
the cat’s dish
4. the ball that belongs to the dog
the dog’s ball

p. 42 p. 42 p. 42
WORD WORK T381

WHOLE GROUP
Quick Review
Word Work and Write to review last week’s

high-frequency words: another, done,
into, move, now, show, top, water,
year, your.
5
Mins
Spelling
OBJECTIVES Words with Short i, Long i: i_e Go
Demonstrate
Digital
command of the
capitalization,
Spelling Word
when writing words
they together
boy ‡ boil). L.2.2d did What did you say?
how eat
Know and apply fin The fish has a big fin.
grade-level phonics
and word analysis
pick I will pick an apple. High-
skills in decoding line We stand in line for a ticket. Frequency
pipe The pipe brings water to the house.
Recognize and read tip I cannot see the tip of my nose.
grade-appropriate
irregularly spelled mix You must mix the cake batter.
words. RF.2.3f five There are five people in the car.
side We will cross to the other side of the street.
hike Let’s hike up the hill.
cape The hero wears a cape.
made Do you want to taste the cookies I made?
all I will open all of the windows.
ENGLISH LANGUAGE any We can sing any song we want.
LEARNERS says The boy says he is late for school.
Spelling Review the
meaning of these
words by using
pictures, pantomime,
or gestures when
possible. Have children
repeat or act out the
definition as they
repeat the word.
T382 UNIT 1 WEEK 5

DAY 1 • WEEK 5
5
Mins
all, any, goes, new, number, other, right,
says, understands, work
1 Model Display the High-Frequency Word Cards all, any, goes,
new, number, other, right, says, understands, and work. Use the
Read/Spell/Write routine to teach each word.
‡ Read Point to and say the word goes. This is the word goes. Say
it with me: goes. He goes to school.
‡ Spell The word goes is spelled g-o-e-s. Spell it with me.
‡ Write Let’s write the word in the air as we say each letter: g-o-e-s.
‡ Follow the same steps to introduce new, other, says, work,
understands, right, number, any, all.
irregularities in sound/spellings, such as the /ûr/ sound spelled
or in work and the short u sound, /u/, spelled o in other.
‡ Have partners create sentences using each word.
COLLABORATE

1. I ate all of my sandwich. Monitor and
2. Do you like to play any games?
Differentiate
3. She goes to camp.
4. There is a new boy in class. Quick Check
Q
5. What is your number? Can children read and decode
6. He went to the other side. words with long and short i
sounds?
7. I put my right hand up.
8. My mom says it is time for lunch. high-frequency words?
9. She understands the book.
10. My mom went to work.
WORD WORK T383

WHOLE GROUP
DAY 1
Vocabulary
5
10
Mins
Words in Context
Digital
Vocabulary
ulary Routine
Define:
Example:
e: peered
Reading/Writing
Workshop Ask:
Vocabulary Routine
OBJECTIVES
Define: When you check something, Visual Glossary
Determine the
you look at it closely to make sure it is in good condition.
meaning of words
and phrases in a text Example: Mom will check to make sure Tina’s helmet fits.
relevant to a grade 2 Ask: When would you need to check something?
RI.2.4
Demonstrate
understanding of Definitions
word relationships
and nuances in word
‡ choose When you choose, you decide on one thing rather than
meanings. L.2.5 another.
Identify real-life ‡ chores Your chores are small jobs that you do around
connections between the house.
words and their use
(e.g., describe foods ‡ cost When you ask about the cost of something, you want to
that are spicy or juicy). know how much you have to pay for it.
L.2.5a
‡ customers Customers are people who buy something from a store
or company.
ACADEMIC ‡ jobs Jobs are the work that people do to earn money.
LANGUAGE
cost, jobs ‡ spend When you spend, you use money to buy or pay for
something.
‡ tools Tools are equipment used to make or repair things.
Talk About It
T384 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Vocabulary
customers The customers lined up to buy
lemonade.
Use the picture and sentence to learn each word. Why would a store like to have a
lot of customers?
check Mom will check to make sure jobs Nurse and doctor are two jobs
Tina’s helmet fits. at a hospital.
When would you need to check Name some other jobs people have.
something?
(t) Yukmin/Asia Images/Getty Images; (tc) Christina Kennedy/Alamy; (bc) Andersen Ross/Blend Images/Getty Images; (b) Jose Luis Pelaez Inc/Blend Images/Getty Images
(t) Herman Agopian/Taxi/Getty Images; (tc) Trevor Lush/Purestock/Getty Images; (bc) Andersen Ross/Iconica/Getty Images; (b) Steve Cole/Vetta/Getty Images
choose Julian will choose a shirt spend William decided to spend his
to wear. money on a snack.
Tell about a time when you had to Name two things parents spend
choose something. their money on.
chores Sierra must finish her chores tools Tom and his dad used tools to
before she can play. build a birdhouse.
What is another word for chores? What are some tools you have
seen people use?
cost Jordan asked, “How much does CO L

L ABOR ATE
the shirt cost?” Your Turn

What are two things that cost a
lot of money? Pick three words. Write three questions
for your partner to answer.
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SCAFFOLD check
customers
choose
jobs
chores
spend
cost
tools
Beginning Intermediate Advanced A. Choose the word that makes sense for each clue.
Write the word on the line.
Use Visuals Say: Let’s Describe Have children Discuss Ask partners to 1. pay money to buy something spend
look at the picture for the talk about the picture discuss what it means 2. look at something closely to make sure it is okay
word check. Point to the for check. Ask: What to check something. check
woman checking the is the woman doing to Then ask why it’s a good 3. people who buy things customers
girl’s bike helmet. The check the girl’s helmet? idea to check a helmet. 4. equipment used to make or fix things tools
mother wants the girl to Ask children to turn to Invite children to share 5. small jobs around the house chores
be safe. She must check a partner and name an experience to explain 6. how much you have to pay for something cost
that the girl’s helmet fits examples of other a time they checked 7. work people do to earn money jobs
correctly. Mom pulls on things they might check something, such as 8. to decide on one thing rather than another choose
the strap. It is in good before they go biking. a backpack. Repeat B. Choose one vocabulary word from the box above.
Write the word in a sentence of your own.
condition. Why might Have children share children’s responses, Possible response provided.
you check that you have their responses. Repeat eliciting more details 9. I choose an apple for my snack.
an umbrella before you correct answers slowly to support children’s
go to school? and clearly to the class. answers as necessary. APPROACHING BEYOND ELL
p. 41 p. 41 p. 41
VOCABULARY T385
WHOLE GROUP
DAY 1
Ellen Yung had a busy

day at work! She put a cast on a broken
arm, used a bandage to cover a deep cut,
and helped twenty patients. Ellen is a
doctor for children. Customers can get sick
PBNJ Productions/Blend Images/Getty Images

at any time, so pediatricians work long
hours. They have hard jobs.
Ellen’s husband works long hours,
too. Steve is a firefighter. At the fire
Masterfile
house, he makes sure the tools work

properly. He checks the hoses and
fire trucks. At the fire, Steve
rescues people from hot flames
Essential Question and smoke. The firefighters
What happens when families all work together to put
work together? out the fire.
Read about how one family
works to meets their needs.
When a fire alarm sounds,
Steve suits up quickly.
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OS
CL
Shared Read
DIN
G
Connect to Concept Ask: What job does Ellen do? What makes her job
difficult? Model how to cite evidence to answer
Families Working the questions.
Reading/Writing
Together Ellen Yung is a pediatrician, or doctor for children.
Workshop Explain that “Families Work!” is an Children can get sick at any time, so Ellen is needed
informational text about how one family works a lot. She works long hours.
together to meet everyone’s needs. Read “Families
Reread Paragraph 2: Model how to paraphrase
Work” with children. Note that the vocabulary words
the information in the second paragraph. Remind
previously taught are highlighted in the text.
children that restating what they read in their
own words can help them understand the text.
Close Reading Steve works as a firefighter. Like Ellen, he works long
Reread Paragraph 1: Tell children you are going hours. In a fire, Steve works to put out the flames
to take a closer look at the first two paragraphs and rescue people. At the firehouse, he checks that
of the selection. Reread the paragraphs together. the tools and hoses work properly
T386 UNIT 1 WEEK 5

DAY 1 • WEEK 5
At home, the Yung family works

together too. Hanna sets the table What Are Some Needs and Wants?
for dinner. She also helps wash the
dishes. Everyone has weekly chores.
Needs Wants
Mom and Hanna do the dusting and Water Skateboard
mopping. Dad and her brother, Zac, Food Video game
do the laundry. They wash, dry, and Shelter asketball
Basketball
fold the clothes. Mom makes a shopping
Clothing
list each week. She lists items they need
and things they want.
A short time ago, Zac wanted a new Zac knows that his parents have busy
laptop. The family needed a new washing jobs. They bring home money to pay
machine. They could only spend money on for their needs and wants. They needed
one item. Both cost the same. They had to that washing machine. Zac still wants a
choose. Clean clothes are needed for laptop. The family has decided to save
school and work. A new laptop is nice, some money each week so they can buy
(l) The McGraw-Hill Companies; (r) C Squared Studios/Getty Images

but did Zac need it? Ellen it in the future.
and Steve thought about
(t) Datacraft Co Ltd/Getty Images; (b) MIXA next/Getty Images
their family’s needs. Make Connections

They decided to buy How does the Yung family work
the washing machine. together? ESSENTIAL QUESTION
How is your family similar or different
Hanna’s brother, Zac, helps with the meals.
from the family in the story? TEXT TO SELF
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2:00 PM 89 3/8/12 8:58 AM

Make Connections
Organization
ESSENTIAL QUESTION
Encourage children to go back into the text for Point out that the text is organized by family
evidence as they talk about the ways that the member. It begins with the parents’ jobs
Yung family works together. Then it tells how the children help at home.
‡ How are the parents’ jobs alike? (Both jobs
help people. Both require long hours.).
Continue Close Reading ‡ The author tells about the parents’ jobs first.
Use the following lessons for focused rereadings. How does this help you understand why it is
‡ Ask and Answer Questions, T398–399 important for the children to help as much
‡ Key Details, T400–401 as they can at home? (You know that the
parents work long hours. Because of this,
‡ Genre and Text Features, T410–411
they need more help at home.)
‡ Inflectional Endings, T412–413
COMPREHENSION T387
WHOLE GROUP
DAY 1
Language Arts
5
Mins
Writing Traits:
5
Mins
Sentence Fluency Go
Digital
Discuss the Expert Model
Explain Tell children that writers use different sentence types to make
Reading/Writing their writing more interesting. Different sentence types
Workshop
‡ keep all of the writing from sounding the same.
OBJECTIVES ‡ help the reader follow the text better.
Present the
Write informative/ ‡ can be statements, questions, or exclamations. Lesson
which they introduce Read aloud the expert model from “Families Work!” Ask children
a topic, use facts and COLLABORATE to listen for examples of long and short sentences that help them
definitions to develop follow the writing easily. Have them also listen for different sentence
concluding statement
types, such as statements, questions, and exclamations. Have
or section. W.2.2 children talk with partners to identify these types of sentences. Writing
Demonstrate
command of the
conventions of
standard English Remind children that using sentences of different lengths and types
grammar and usage helps make writing sound more interesting. Read aloud the student
when writing or
speaking. L.2.1
draft. As children follow along, have them listen for the long and short
sentences and varied sentence types that Josh included.
Produce, expand, and
rearrange complete Invite partners to talk about the draft and the long and short sentences
and compound COLLABORATE that Josh included. Ask them to suggest places where Josh can edit
sentences (e.g., The more sentences so that they are of different lengths and different types.
boy watched the
movie; The little boy
watched the movie;
The action movie was
watched by the little
WRITING ENTRY: SENTENCE FLUENCY
W
boy). L.2.1f 1 Prewrite Provide children with the prompt below:
Demonstrate Write an expository text telling about the different ways
command of the
conventions of
families can work together. Use different sentence types, such as
standard English statements and questions, to make your writing more interesting.
capitalization, 2 Draft Have children choose a topic and use their notes to
punctuation, and
spelling when
write a draft. Remind children to use different sentence lengths
writing. L.2.2 and types in their writing.
T388 UNIT 1 WEEK 5

DAY 1 • WEEK 1
Editing Marks
Add
Take out.
Add a period
Grammar Handbook
Writers use long and short sentences in Josh wrote an expository text. Combining
their writing. This makes their writing Read Josh’s revision. Sentences
more interesting. Reread the passage from See page 476.
“Families Work!”
Expert Model Student Model
Sentence Fluency
Identify two Both cost the same. They
sentence types. had to choose. Clean clothes are
How do they needed for school and work. A Mr. Moore is a principal. L ABOR ATE
CO L
help the writing? new laptop is nice, but did Zac What happens when they go home?
need it? Ellen and Steve thought Mrs. Moore is a chef. At Your Turn
about their family’s needs. They
cided to buy
decided y the washing
g home, there is more work to Identify the
c
chine.
machine. sentence types
do Their children help. Martha Josh used.
and
helps cook. Sam helps wash Find two
sentences Josh
dishes. The whole family combined.
Tell how revisions
works together to get improved his
writing.
everything done! Go Digital!
MIXA next/Getty Images
Write online in Writer’s Workspace
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SCAFFOLD
Generate Ideas Provide Write Support children Respond Ask children
model sentences based as they write their drafts to respond to the
on the prompt: How can by asking questions, prompt. Remind them Genre Writing
G
families work together? A such as: How can a family to use sentences of
family can to work work together? What different lengths and to
Narrative Text
together. Adults can . can different people include both questions For full writing process lessons
Children can . Help in the family do? As and statements. and rubrics, see:
children complete children respond, help
the sentences. Clarify them write sentences
‡ Friendly Letter,
children’s responses as of different lengths and pages T480–485
needed by providing include at least one ‡ Personal Narrative,
vocabulary. question. Allow children
ample time to respond. pages T486–491
LANGUAGE ARTS T389

WHOLE GROUP
DAY 1
Language Arts
5
Mins
Grammar
Go
OBJECTIVES Expanding and Combining Sentences Digital
Demonstrate
command of the 1 Explain/Model Tell children that expanding and combining
conventions of sentences helps make writing sound better and more interesting.
standard English Explain that when you expand a sentence, you add more details. When
grammar and usage
you combine sentences, you put two sentences together to make one
speaking. L.2.1 sentence. Display the following sentence:
Produce, expand, and The boy rides the bike.
Grammar
rearrange complete Model how to expand the sentence by adding information about the
and compound
sentences (e.g., The
subject or predicate.
boy watched the
Think Aloud I can expand the sentence The boy rides the bike in two
watched the movie; ways. I can tell more about the subject “boy”: The little boy rides the bike.
The action movie was Or, I can add details to the predicate “rides the bike”: The boy rides the
watched by the little red bike.
boy). L.2.1f
Then write the sentence to show the details added to both the subject
Demonstrate
and predicate:
command of the
conventions of The little boy rides the red bike.
standard English
capitalization, 2 Guided Practice/Practice Display the sentence below and read it
punctuation, and with children. Ask children to expand the sentence. Prompt children by
spelling when asking, What detail can you add to the subject “My family”? What detail
writing. L.2.2
can you add to the predicate, “works together”?
My family works together. (Possible response: My busy family works
ACADEMIC
LANGUAGE
together on Saturdays.)
expand, combine,
subject, predicate, Talk About It
statement, question, In Your Own Words Have partners find more ways to expand the
quotation marks,
COLLABORATE sentence, My family works together. Have one partner add a detail to the
dialogue
subject and the other partner add a details to the predicate. Then have
volunteers read their new sentence aloud.
T390 UNIT 1 WEEK 5

DAY 1 • WEEK 5
Mechanics: Quotation Marks • When you expand a sentence, you add more details to
the subject or predicate.
1 Explain/Model Explain that writers use quotation marks at the The boy helps.
The man rakes.
The young boy helps.
The man rakes leaves.
beginning and end of dialogue, which is the exact words spoken by

A. Add information to the subjects of these sentences.
someone. The punctuation at the end of the speaker’s words, such Write the new sentence on the line.
1. The boys worked in the garden.

as a comma, period, exclamation mark, or question mark, is also Sentences will vary.
included inside the quotation marks. 2. The gardener gave them some seeds.
Write the following sentences. Guide children to help you circle the
3. The seeds were in bags.
quotation marks and underline the dialogue.

Mom said, “I need some help.” B. Add information to the predicates of these sentences.
Write the new sentence on the line.
“What can I do?” asked Ben. 4. The boys planted.

Sentences will vary.
2 Guided Practice/Practice Display the sentences below and read 5. The gardener smiled.
them aloud. Have partners tell where to add the quotation marks and
identify the words that are the dialogue.
What chores do you do for your family? asked Marco. 021_025_CR14_NA_GPB_2_U1W5_118662.indd 21 3/8/12 4:13 PM
(“What chores do you do for your family?”)

Jeanne replied, I make my bed and feed the dog every day.
(“I make my bed and feed the dog every day.”)
Daily Wrap Up
‡ Review the Essential Question, and
words. Ask: What happens when
families work together? What kinds of
jobs do family members do?
those skills?
LANGUAGE ARTS T391

DAY 2 behavior
behavior
check a b c
Word-Building
behavior
behavior
all Ii
Cards Word Cards i
check customers Interactive Read-

choose jobs Aloud Cards insect
behavior
did
Workshop cost tools Sound-
Spelling
Spelling Word Cards
Cards
Build the Concept

5
Mins
Oral Language
Go
ESSENTIAL QUESTION
O BJECTIVES
Recount or describe Remind children that this week you are talking and reading about Digital
key ideas or details COLLABORATE how families work together. Remind them of what they read about in
from a text read “Families Today” and “Families Work!” Guide children to talk about the
Essential Question using information from what they have read and
presented orally or
through other media. talked about on Day 1.
SL.2.2
Families Today
3/9/12 7:48 AM
• Develop oral
Review the oral vocabulary words exchange, homework, lucky, members,
language.
and treasure using the Define/Example/Ask routine. Encourage children
• Discuss the
Essential Question. to discuss families working together when coming up with examples for
each word.
ACADEMIC Retell
LANGUAGE
informational text, ask
and answer questions
T392 UNIT 1 WEEK 5

DAY 2 • WEEK 5
Listening
Comprehension
5
Mins
Reread “Families What
is it lik
e to go
to sc
hool
in an
Intera
ct ive
Read
Aloud
Today”
Child
ren go other
coun Or al
to sch tryl?
In ma ool to Vo ca
ny wa learn bu la
tea ch
ys, sch . That ry
es?
learn
to

ek 1
is
“Families Today.” Display the

home d of from ?
Inc.
again the da
nies,
. y, the
-Hill Compa
McGraw
TK
tion Credits
ENGL
ht © The
Interactive Read-Aloud Cards.
ISH LA
LEARN NGUA
Copyrig
Illustra
ERS GE
Ask Qu
to sch estion: How
ool
get
ool, or pictur y
How
1 erent? nt?
Intens
In
Us theive Vocabu
Use
in How por

ce the d Aloud the
underli Cards
ned wo to
rds.
Questions

Remind children that, as they read,
they can ask themselves questions about the text. Doing so can help
them better understand and clarify the information they read. As we
read “Families Today,” I asked myself why the children must help their
family by doing chores. As I reread, I found out that there are many jobs
to do and everyone helps so all the jobs get done.
Reread aloud “Families Today.” Pause to model using the strategy.
Prompt children to ask questions. Guide them to use the text to find
answers.
Model Retelling
Pause to retell parts of the selection. I will put the information from the
text and illustrations in my own words. So far, I have read that the Richard
family must all do their share of chores for the family. The children walk
the dog, take out the garbage, and clean their rooms. Sometimes their
grandmother helps them.
Explain that when children retell a selection, they should tell the ENGLISH LANGUAGE
important events and details in the correct order. LEARNERS
Retell the Selection by using a question prompt
After reading, guide children to retell the entire selection. Remind for each card. Ask: What are the
them to tell the important events and details in order. You may wish children doing here? What is the
grandmother doing? How does this
to let children use the pictures on the Interactive Read-Aloud Cards to
help the family? Provide sentence
help them retell events. starters for children to complete
orally. The children are .

WHOLE GROUP
Quick Review
DAY 2 Build Fluency: Sound-Spellings
Word Work Display the Word-Building Cards i_e,

i, sl, dr, sk, sp, st, a_e, a, e, o, u, c,
5
Mins
Phonemic Awareness
Know and apply
1 Model Have children listen for the vowel sounds in words. Say:
Digital
grade-level phonics
and word analysis Listen as I say three words: pig, pipe, pine. Two words have /ī/ in the
skills in decoding middle and one does not. Yes, pipe and pine have the /ī/ sound in the
words. RF.2.3
middle, but pig does not. It does not belong.
Continue modeling with the following examples:
short vowels when
reading regularly dime, dig, dip mile, mitt, mine
Phonemic
Awareness
words. RF.2.3a 2 Guided Practice/Practice Have children practice more
Demonstrate categorization of vowel sounds. Listen to these words. Two words have
command of the the same middle vowel sound. One has a different vowel sound. Which
conventions of word does not belong? c a t
standard English
capitalization, tip, tape, tin fine, time, tick
punctuation, and lip, lime, lid bit, big, bite Phonics
spelling when
writing. L.2.2 win, wide, wig hide, hive, hid
Use an apostrophe to I the jar.
form contractions and fill fills filling
frequently occurring
possessives. L.2.2c 5
Mins
Phonics Structural
Analysis
Categorize
phonemes. Review Short i, Long i: i_e
1 Model Display the Insect Sound-Spelling Card. Review the sound
ACADEMIC /i/ spelled i using the words six and big. Repeat with the Five
LANGUAGE Sound-Spelling Card and the words five and time for the / ī/ sound
categorize, possessive
spelled i_e.
letter i to the /i/ sound. Point to the Insect Sound-Spelling Card. What
is this letter? What sound does it stand for? Repeat with the Five Sound-
Spelling Card for the /ī/ sound for the i_e spelling.
T394 UNIT 1 WEEK 5

DAY 2 • WEEK 5

ENGLISH LANGUAGE
1 Model Display Word-Building Cards p, i, n. Model how to generate LEARNERS
and blend the sounds to say the word. This is the letter p. It stands
for /p/. This is the letter i. It stands for /i/. This is the letter n. It stands Phonics: Build Vocabulary
for /n/. Listen as I blend these sounds together: /piiinnn/. Say it with words that can be explained or
me: pin. Add the letter e to the end of pin to make pine. The letter e demonstrated in a concrete way.
at the end of pine is silent. It makes the i say its name. Let’s blend the For example, point to your hip,
sounds again /pīīīnnn/. The word is pine. show a picture of a pig, or draw a
line on the board. Have children
‡ Continue by modeling the words kit, pipe, ride, hip. repeat the words with you.
Provide sentence starters such
2 Guided Practice/Practice Repeat the routine with children with as “I see a .” for children to
sit, ripe, line, nip. complete. Correct grammar and
Build Words with Short i, Long i: i_e

1 Model Display Word-Building Cards b, i, t, to form the word bit.
Blend: /b/ /i/ /t/, /biiit/, bit.
‡ Add e to the end and repeat with bite.
‡ Change b to k and repeat with kite.
2 Guided Practice/Practice Continue with kit, pit, pin, pine, line,
lime, lip, lid, hid, hide, wide, win, wit, mitt, mite. Guide children to
build and blend each word.
5
Mins
Structural Analysis
Possessives The letter i can stand for the short i sound you hear in fit. The
long i sound you hear in fine can be spelled i_e.
1 Model Remind children that a noun is a person, place, or thing. A. Read each word. Circle the words with the short i
sound. Underline the words with the long i sound.
Explain that a possessive noun ends with an apostrophe and an
s and that it shows ownership. Give children the examples of the pipe did tip five hike fin side pick
boy’s bike and the dog’s ball. These examples show that the bike A possessive noun ends with an apostrophe (’) and an s to
show who owns something.
belongs to the boy and the ball belongs to the dog.
B. Rewrite each phrase using a possessive noun.
Model how to rewrite the word in parentheses to make it a possessive. 1. the kite that belongs to the girl
the (girl) bag the girl’s bag the girl’s kite

py g
2. the job that belongs to Mom

my (dad) job my dad’s job Mom’s job
3. the dish that belongs to the cat

2 Guided Practice/Practice Help children rewrite the following
p
the cat’s dish
phrases using a possessive noun. 4. the ball that belongs to the dog
the dog’s ball

my (mom) hat (my mom’s hat)
the (cat) dish (the cat’s dish) APPROACHING BEYOND ELL
p. 42 p. 42 p. 42
WORD WORK T395

WHOLE GROUP
Quick Review

high-frequency words: all, any, goes,
new, number, other, right, says,
understands, work.
5
Mins
Spelling
OBJECTIVES Word Sort with Short i, Long i: i_e Go
Demonstrate
1 Model Display the Spelling Word Cards one at a time. Have children
Digital
command of the
conventions of read each word, listening for /i/ or /ī/. Use cards for did and line
standard English to create a two-column chart. Say each word and pronounce the
sounds: /d/ /i/ /d/; /l/ /ī/ /n/. Say each word again. Ask children to
punctuation, and her
spelling when chorally spell each word.
girl curb her word
writing. L.2.2 2 Guided Practice/Practice Have children place each remaining
Spelling Word Card in the column with the same sound-spelling: /i/ Spelling Word
Know and apply
Sort
grade-level phonics spelled i or /ī/ spelled i_e.
and word analysis
skills in decoding When completed, have children chorally read the words in each
they together
words. RF.2.3 column. Then call out a word. Have a child find the word card and
Distinguish long and point to it as the class chorally spells the word. how eat
short vowels when

reading regularly 3 Build Fluency: Word Automaticity Have children chorally read High-
spelled one-syllable words to build fluency. Conclude by asking children to orally Frequency
Word Routine
words. RF.2.3a generate additional words with short i and long i sounds. List them
Recognize and read in the correct sound spelling columns.
grade-appropriate peered
irregularly spelled
words. RF.2.3f
5
Mins
High-Frequency Words Visual Glossary
ACADEMIC
LANGUAGE
form, ending all, any, goes, new, number, other, right,
says, understands, work
it. Ask children to picture the word and write it the way they see it.
Display the word for children to self-correct. Point out unfamiliar
sound/spellings, such as the short e sound for a in any.
2 Practice Add this week’s high-frequency words to the cumulative
COLLABORATE word bank. Have partners create sentences using the words.
Spell/Write routine. Repeat the above routine, mixing the words and
having children say each one.
T396 UNIT 1 WEEK 5

DAY 2 • WEEK 5
Vocabulary
ENGLISH LANGUAGE
LEARNERS
5
Mins
Expand Vocabulary words with /i/ spelled i and /ī/
spelled i_e. Use prompts such as:
When I add a silent e to the word
kit, it changes the vowel sound from
Have children use the Visual Vocabulary Cards to review this /i/ to /ī/. I get the new word .
week’s vocabulary words: check, choose, chores, cost, customers, jobs, Write the word (kite) and have
spend, and tools. children practice reading it. Correct
1 Explain Tell children that words can have different forms. Help
them generate different forms of this week’s words by using the
inflectional endings -ing, -ed, and -s/-es. Review when each ending
is used.
2 Model Draw a four-column T-chart on the board. Write the
vocabulary word check in the first column. Model how to add
endings to the word check. Then write checking, checked, and
checks in the next three columns. Read aloud the words with
children.
Point out how the different endings change the meaning of check.
Have children share aloud sentences using check, checking,
checked, and checks.
Monitor and
3 Guided Practice Have children work in pairs to fill in charts for Differentiate
choose and spend. Ask children to use each form of the words in
sentences.
Quick Check
Q
Can children read and spell words
with long i and short i?


WHOLE GROUP
DAY 2 OS
E REA
CL
DIN
G
5
Mins
1 Explain
Go
Remind children that when they read expository text, such as
Digital
“Families Work!” they will come across new information. Children
can ask themselves questions about this information to make sure
Reading/Writing that they understand it. Ellen Yung had a busy
Workshop

Children should think of questions about information they do

Masterfile
‡
not understand, details that they think they have missed, or

86 87
OBJECTIVES
8:58 AM 87 1/12/12 2:00 PM
Ask and answer

details that they want to know more about. Families Work!
such questions as ‡ Sometimes children will ask questions about something they
who, what, where, have already read. They should reread to find the answer. Ellen Yung had a busy
when, why, and how


Sometimes children will ask questions about something that

‡ too. Steve is a firefighter. At the fire
to demonstrate
Masterfile
understanding of key has not yet been explained. They should continue reading to
86 87
8:58 AM 87 1/12/12 2:00 PM
details in a text. find the answer. Present the

RI.2.1 Lesson
accuracy and
fluency to support Model how to ask and answer questions. Reread page 88 of
comprehension. “Families Work!”
RF.2.4
Read on-level text
with purpose and
understanding. COLLABORATE
Have children work in pairs to ask and answer questions about the
RF.2.4a story. Partners should discuss the story and think of a question
they still have about the story. Then they should reread the story
Ask and answer
questions to increase and work together to find the answer. Ask volunteers to share their
understanding. questions and answers with the class.
ACADEMIC
LANGUAGE
questions
T398 UNIT 1 WEEK 5

DAY 2 • WEEK 5

When you read, asking questions helps you
think about parts of the story you may have
missed or do not understand. ONLEVEL PRACTICE BOOK pp. 4345
Find Text Evidence read to check your understanding.
As I read page 88 of “Families Work!” I ask myself,
“Why did the family buy a washing machine Family Business
instead of a laptop?” I will reread to find the Families may start up a business. The family
08 members all pitch in to make it work. Then the business
answer to my question. 19 is passed down through the family. Here’s one family
28 business that has been around for 95 years.
g y
page 88 36 In 1916, two families started a new business. They
45 opened a coffee company. They roasted the coffee beans
A short time ago, Zac wanted a new
laptop. The family needed a new washing
I read that Zac 54 by hand. There were no cars then. They used horses and
65 wagons to deliver the coffee.
machine. They could only spend money on
one item. Both cost the same. They had to
wanted a laptop, but
70 The coffee business grew. More family members came
choose. Clean clothes are needed for
school and work. A new laptop is nice,
the family needed a 78 to work for the company. In 1918, the company was able
89 to buy its first truck.
but did Zac need it? Ellen washing machine. I
and Steve thought about
understand the family
Datacraft Co Ltd/Getty Images; (b) MIXA next/Getty Images

their family’s needs.
They decided to buy
the washing machine. had to make a choice.
Hanna’s brother, Zac, helps with the meals.
L ABOR ATE
CO L
Your Turn
086-089_CR14_SI2_U1W5_TFK_MR_118866.indd 88 1/12/12 2:00 PM
Think of a question you have about the

story. Reread the parts of the selection to APPROACHING BEYOND ELL
pp. 43–45 pp. 43–45 pp. 43–45
MIXA next/Getty Images
find the answer to the question. 043_044_CR14_NA_YTT_2_CFP_U1W5_118867.indd 43 3/8/12 3:48 PM
90
090-093_CR14_SI2_U1W5_TFK_SK_118866.indd 90 1/19/12 9:54 AM
Monitor and
SCAFFOLD
Differentiate
Quick Check
Q
Help children reread Have children reread the Have children reread
the last two paragraphs last two paragraphs of the last two paragraphs Are children able to ask questions
on pages 88 and 89 of the selection. Ask: Why of the selection, and about what they have read? Do
“Families Work!” Define does the family have to the chart. Elicit from
they reread the text to find the
unfamiliar words such as choose between buying children the difference
answer?
laundry and decided. a laptop and buying between needs and
Then model asking a a washing machine? wants. Ask: Why do you
question based on the (They can only afford to think the family chose to
last paragraph on buy one item.) Restate buy the washing machine
page 88: Ask: Can the children’s answers instead of the laptop? Small Group Instruction
family buy both a laptop in order to develop (They chose something
and a washing machine? their oral language that the whole family
Help children find the proficiency. Remind needed, instead of
answer in the text. (No; children that asking and something Zac wanted.) ELL Develop pp. T448-T455
they can afford only one answering questions can Help children think of If Yes On Level Review pp. T440-T441
item.) help them understand other questions they Beyond Level Extend pp. T444-T445
what they read. have about the story.

WHOLE GROUP
DAY 2 OS
E REA
CL
Comprehension Skill
DIN
G
5
Mins
Key Details
1 Explain
Go
Explain to children that key details are important pieces of
Digital
information in a text.
‡ The key details are the most important details of a selection.
Reading/Writing They give the most information about the topic. Ellen Yung had a busy
Workshop

Masterfile
Key details in informational text may be facts or explanations.

‡ Essential Question
work together?
and smoke. The firefighters
all work together to put
out the fire.
86 87
OBJECTIVES They help the reader understand the topic. 086-089_CR14_SI2_U1W5_TFK_MR_118866.indd 86 3/8/12
8:58 AM 87 1/12/12 2:00 PM
Families Work!
Ask and answer ‡ Key details can be found by looking at the text of a selection and
such questions as by looking at the illustrations or photos.
who, what, where, Ellen Yung had a busy
when, why, and how



to demonstrate
Masterfile
86 87
details in a text. Identify the key details of “Families Work!” to explain the key ideas of 086-089_CR14_SI2_U1W5_TFK_MR_118866.indd 86 3/8/12
8:58 AM 87 1/12/12 2:00 PM
Present the
RI.2.1 the selection. Model how to use the graphic organizer to record key Lesson
Identify the details, starting with the detail “Ellen and Steve Yung have jobs.”
main topic of a Write About Reading: Summary Model for children how to use
multiparagraph text key details from the gaphic organizer and additional details from Detail Detail Detail
as well as the focus of

specific paragraphs pages 86 and 87 of the selection to write a brief description of the
within the text. jobs that Steve and Ellen Yung do.
RI.2.2 Graphic
Organizer
ACADEMIC Have children work in pairs to complete the graphic organizer and
LANGUAGE
COLLABORATE identify the key details of the text. Remind them that the key details
key details
are important pieces of information that help readers understand
the topic.
SKILLS TRACE Write About Reading: Summary Have children work in pairs to
Key Details write a summary of “Families Work!” Remind them that the summary
should include key details that tell how each family member helps
the family. Select pairs to share their summaries with the class.
5.; Unit 2 Weeks 1, 2, 3, 4, 5;
Unit 4 Week 5
ASSESS Units 1, 2
T400 UNIT 1 WEEK 5

DAY 2 • WEEK 5
Key Details
Key details are important pieces of information
in a text. Key details are found in the text and
photos of a selection.
Find Text Evidence ONLEVEL PRACTICE BOOK pp. 4345
As I read and look at the photos on pages 86 and A. Reread the passage and answer the questions.
87 of “Families Work!” I understand that Ellen 1. What happened in 1916?
Yung is a pediatrician. Her husband, Steve, is a Two families started a coffee company.
firefighter. They both work away from home.

2. What happened in the 1940s?
The sons of the owners joined the business and the coffee company
Ellen and Steve grew.
Yung have jobs. 3. What happened in 2007?
The company opened an online store.

attention to how you pause and group words together. Stop
L ABOR ATE
CO L
Your Turn
Words Read – =
Errors Score
First Read – =
Second Read – =
Continue reading the selection. Then fill
in the key details in the graphic organizer.
Go Digital! APPROACHING BEYOND ELL
Use the interactive graphic organizer p. 43-45 pp. 43-45 pp. 43-45
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Monitor and
Differentiate
Purpose Quick Check
Q
Discuss the author’s purpose for writing the text. The author is
writing to inform the reader about jobs that people in families do. As children complete the graphic
organizer, are they able to identify
However, the selection is also designed to tell how families work key details in the text?
together, and to explain the difference between needs and wants.
‡ Help children make a personal connection to details in the text.
Ask: How do Hanna and Zac help out? Do you do chores like these
at home? Small Group Instruction
‡ Focus on the chart on page 89. Have a volunteer explain the
difference between needs and wants. Then have children
discuss which are more important, needs or wants. Lead them
to see that needs must be met in order to survive and that
needs are more important than wants.

WHOLE GROUP
DAY 2
Language Arts
Writing Traits:
5
Mins
Sentence Fluency
OBJECTIVES 1 Explain Remind children that using sentences of different types Go
With guidance and and lengths makes the writing more interesting. Writers revise their
writing by including statements, questions, exclamations, and long
Digital
support from adults
and peers, focus on a and short sentences.
topic and strengthen g
writing as needed by 2 Model Read aloud the model from Your Turn Practice Book page 47. Wow! There are so many
Expert Model
revising and editing. Then think aloud to model revising to add sentence fluency. There are big and little dogs. Some
W.2.5 dog’s cage.
I like to help my family get chores done. It makes our house clean. It also
Demonstrate
command of the
gives us free time together. That’s what I love best. Writing Model
conventions of
Think Aloud The paragraph makes sense to me, but it does not
standard English
grammar and usage have sentences of different types and lengths. I can add a question
when writing or after the first sentence. “Why do I like doing chores?”
speaking. L.2.1
3 Guided Practice Invite partners to suggest other revisions they
Writing
could make to the draft to improve sentence variety. Use the
prompts on Your Turn Practice Book page 47 as a guide.
Teacher Conference I see a fish.
STEP 1 Talk about the WRITING ENTRY: SENTENCE FLUENCY
W
1 Revise Have children review their writing from Day 1. Ask
STEP 2 Focus on the
them to revise their writing by making sure there are long and
target trait.
short sentences as well as questions or exclamations.
STEP 3 Make concrete
suggestions for Use the Conferencing Routines to help children revise. Circulate
revisions. among children and stop briefly to talk to individuals. Provide
Peer Conference
opportunities for partners to work together using the Peer
Provide these questions
Conference routine.
to guide peers as they
2 Edit Ask children to review the rules on Grammar Handbook
page 476. Have them check that they have expanded or
✓ Is the writing combined sentences correctly and placed quotation marks
clear and easy to
understand? around any dialogue.
✓ Do all the sentences
focus on the topic?
✓ Are there sentences
of different lengths
and different types?
T402 UNIT 1 WEEK 5

DAY 2 • WEEK 5

5
Mins
the draft to help you think about using sentences of
different types and lengths.
Draft Model
Expanding and Combining Sentences I like to help my family get chores done. It makes our
house clean. It also gives us free time together. That’s what I
love best.
1 Review Remind children that they can expand sentences by 1. Where could you add a question?
adding to the subject or predicate. Explain that they can also 2. Where could you add an exclamation?
combine sentences that have the same subject or predicate. 3. Which sentences could you make longer? Which sentences
could you make shorter?
Display and read the following sentences. B. Now revise the draft by writing some questions or
exclamations and by writing some long sentences and
David’s father cleaned the garage. some short sentences.

David’s father raked the lawn. Answers will vary but should include a variety of sentence types along
with sentences of varying length.
Explain that the subject David’s father is the same in both

sentences. Sentences like these can be combined into one
sentence. Write the combined sentence on the board:
David’s father cleaned the garage and raked the lawn. APPROACHING BEYOND ELL
p. 47 p. 47 p. 47
2 Guided Practice Display the following sentences and read 047_047_CR14_NA_YTT_2_WT_U1W5_118867.indd 47 3/8/12 3:48 PM
them aloud.
Jamie washes the dishes. Abby washes the dishes.
Help children identify that the predicate washes the dishes is the
same in both sentences. Invite children to suggest how the two
sentences could be combined. (Jamie and Abby wash the dishes.)
Point out the change in the verb form from singular to plural.
3 Practice Have partners combine the following two sentences and
read their combined sentence to the class.
Meg walked the dog. Dad walked the dog.
(Meg and Dad walked the dog.)
Mechanics: Quotation Marks

1 Review Remind children that quotation marks are
placed at the beginning and end of dialogue, the exact
words the speaker says. The punctuation at the end of
the speaker’s words is also included inside the quotation
Daily Wrap Up
marks. ‡ Discuss the Essential Question, and
2 Practice Display the following sentences. Invite encourage children to use the oral
volunteers to add quotation marks around the dialogue. vocabulary words.
“We can feed the dog and change his water,” said ‡ Prompt children to review and discuss
Cameron. the skills they used today. How do
“How do you do that?” his brother asked.
Cameron said, “I’ll show you how.”
LANGUAGE ARTS T403

DAY 3 behavior
behavior
check
Word-Building
a b c behavior
behavior
all

Cards Word Cards
check customers
choose jobs
behavior
did
Workshop cost tools
Literature Anthology 001_004_CR14_NA_IRA_2_U1W5_187770.indd Front1 3/9/12 7:48 AM

Spelling Word
“Families Working Cards
Interactive Read-
Together” Aloud Cards
Build the Concept

5
Mins
Go
ESSENTIAL QUESTION
O BJECTIVES
Ask and answer Remind children that, this week, they are talking and reading about Digital
such questions as what happens when families work together. Remind them of the jobs
who, what, where, they read about in “Families Today” and of the family in “Families Work!”
when, why, and how Guide children to discuss the Essential Question using information from
to demonstrate
what they have read and discussed throughout the week.
details in a text.
RI.2.1 Review Oral Vocabulary Families Today
Know and use Review the oral vocabulary words exchange, homework, lucky, members,
(e.g., captions, bold
and treasure using the Define/Example/Ask routine. Encourage Ellen Yung had a busy
children to discuss what happens when families work together.

print, subheadings,

Masterfile
86 87
electronic menus,
Reread “Families Today”
8:58 AM 87 1/12/12 2:00 PM
icons) to locate key Families Work!

facts or information Tell children that you will reread
in a text efficiently. “Families Today.” Pause as you
RI.2.5
read to model asking questions
• Develop oral to help you understand the
language. selection. Prompt children to ask
• Discuss the questions and find answers in
Essential Question. the text.
ACADEMIC Write About Reading Interactive Read-Aloud Cards

LANGUAGE
key details, illustrations
Have children write about the key details that supported the text about
jobs that different people in families have.
T404 UNIT 1 WEEK 5

DAY 3 • WEEK 5
Comprehension
ENGLISH LANGUAGE
vie LEARNERS
Re w
5
Mins
Key Details Use Visuals Have children use the
photograph on page 86 to help
them describe what the doctor
1 Explain Remind children that, this week, they have been is doing to the girl. (The doctor
discussing how key details help them determine what a selection is measuring how tall the girl is.)
is about. Remind them that in earlier weeks, they learned about Then have children talk more
the importance of using photos or illustrations to help them get about the photos in the selection
and describe what they see.
a full understanding of the text. Use the Shared Read, “Families
Work!” to review this skill.
Review what it means to use photos or illustrations when reading.
‡ The key details in the illustrations and/or photos relate to,
support, or extend the information in the text.
‡ Photographs can include important information that is critical
to understanding the selection.
‡ The photographs and illustrations can also include additional
key details that are not in the text at all.
2 Model Display page 88 of “Families Work!” As I read the text on
page 88, I understand that the children in the family help out a lot.
The text says that Zac helps with the meals. The photo shows me what
Zac is doing. This gives me more information than the text alone.
3 Guided Practice Reread page 89 of “Families Work!” Ask children
to look at the photos on the page.
‡ Prompt children to talk about what they see in the photos. The
photos go with the chart. What do the photos have to do with the
chart?
‡ Prompt children to name the items shown in the photos and
decide if they are the “needs” or the “wants” listed in the chart.
BUILD THE CONCEPT/COMPREHENSION T405

WHOLE GROUP
Quick Review
Word Work Display the Word-Building Cards i_e,

i, sl, dr, sk, sp, st, a_e, a, e, o, u, c, d,
in connected text, see the Decodable
5
Mins
Phonemic Awareness
Know and apply
Digital
grade-level phonics
skills in decoding marker in each box as I say each sound. Then I will blend the sounds
words. RF.2.3
to form a word. Place a marker for each sound you say: /s/ /i/ /t/.The
Distinguish long and word has three sounds: /s/ /i/ /t/. Listen as I blend these sounds to form
short vowels when
a word: /sssiiit/, sit. The word is sit.
reading regularly
Phonemic
spelled one-syllable 2 Guided Practice/Practice Let’s do some together. Using your own Awareness
words. RF.2.3a
Demonstrate a time. Then we will blend the sounds to say the word. Do the first three
command of the
conventions of
with children.
c a t
standard English tip nine like
capitalization,
punctuation, and time bin bite Phonics
spelling when pin lick live
writing. L.2.2
Use an apostrophe to I the jar.
Phonics
form contractions and fill fills filling
frequently occurring 5
Mins
possessives. L.2.2c
Structural
Analysis
form words.
• Decode words with 1 Model Display Word-Building Cards l, i, k, e. Model how to blend the er ir or ur
short i and long i. sounds. This is the letter l. It stands for /l/. This is the letter i. In this word, her
• Identify and read the letter i stands for the sound /ī/ because there is a silent e at the end. girl curb her word
possessive nouns.
The i and e act as a team. This is the letter k. It stands for /k/. Remember, Spelling Word
the e is silent. Now let’s blend all three sounds: /l/ /ī/ /k/, /līīīk/, /līk/. The Sort
ACADEMIC word is like.
LANGUAGE
blend, possessives
Continue by modeling the words size, time, lid, fin, mix.
2 Guided Practice/Practice Repeat the routine with bite, kit, kite, hit,
stick, dine, side, pipe, ripe, tick, vine, win, zip, line, ride, hive.
T406 UNIT 1 WEEK 5

DAY 3 • WEEK 5

5
Mins
Structural Analysis did
tip
fin
mix
pick
five
line
side
pipe
hike
Possessives
A. Word Sort
1 Model Write the words bride/bride’s, bike/bike’s, Ben/Ben’s, pig/ Short i Spelled i
did
Long i Spelled i_e
line
1. 6.
pig’s. Tell children that the first word in each pair is a noun and the 2. fin 7. pipe
second word is a possessive noun. Explain that possessive nouns 3. pick 8. five
show who or what owns or has something. The apostrophe and s 4. tip 9. side
5. mix 10. hike

at the end of each possessive noun means something belongs to

B. Find the Pattern
it. Say: The hat belongs to the Ben. It is Ben’s hat. Read each group of words. Circle the word that does not fit
the vowel pattern.
11. fin, did, side 12. line, pick, hike
2 Guided Practice/Practice Help children fill in the correct 13. tip, mix, five 14. pick, line, did
possessive noun in these sentences. 15. side, fin, pipe
The dress belongs to the bride. It is the ____ dress. (bride’s)

The tail belongs to the pig. It is the ____ tail. (pig’s)
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5
Mins
Spelling
Words with Short i, Long i: i_e
1 Model Place Sound-Spelling Cards Insect and Five at the top of
columns in a pocket chart. Point out the i spelling for /i/ and the
i_e spelling for /ī/. Monitor and
Hold up the Spelling Word Card hike. Say and spell it. Pronounce Differentiate
each sound clearly: /h/ /ī/ /k/. Blend the sounds, stretching the
vowel sound to emphasize it: /hīīīk/. Repeat this step with side.
Place both words in the column under the Sound-Spelling Card Quick Check
Q
Five. Read both words with children. Guide them to see that both
words contain the /ī/ sound spelled i_e. short i spelled i and long i spelled
i_e?
2 Guided Practice/Practice Display the remaining Spelling Word
Cards. Have children spell each word. Together, decide how to sort
each word.
Display the words cape, made, all, any, and says in a separate Small Group Instruction
column. Read and spell the words with children. Point out that
these spelling words do not contain the /i/ or /ī/ sound. If No Approaching Reteach pp. T432-T437
Conclude by asking children to orally generate additional words ELL Develop pp. T448-T455
that have the /i/ sound spelled i or the /ī/ sound spelled i_e. Write If Yes On Level Review pp. T442-T443
the additional words on the board. Underline the vowel sound Beyond Level Extend pp. T446-T447
spelling in the additional words.
WORD WORK T407

WHOLE GROUP
Quick Review
DAY 3 High-Frequency Words Read, Spell,

understands, work.
5
Mins
Phrasing
OBJECTIVES 1 Explain Tell children that using correct phrasing means grouping Go
Read with sufficient words together in a natural way as they read. Tell children that Digital
accuracy and they should pay attention to punctuation marks like commas and
fluency to support periods for clues about where to pause and how to group words into
comprehension.
phrases.
RF.2.4 Could you make a buzz as long
as a bee’s?
Read on-level text 2 Model Model prosody by reading page 87 of the Shared Read two, three!
orally with accuracy, aloud. Model correct phrasing by pausing between sentences and I could make a buzz for one,
two, three!
appropriate rate, after commas. Point out that you grouped words together in a
and expression on Fluency
natural way as you read. Model reading at an appropriate rate and
RF.2.4b with accuracy. As you approach difficult words, show children how peered
Use context to
you adjust your reading rate. Demonstrate using context to confirm
confirm or self-correct or self-correct your recognition and understanding of the words.
word recognition
and understanding, 3 Guided Practice Have children read the text on page 87 aloud to a Visual Glossary
rereading as partner. Make sure they pay attention to using the proper phrasing.
necessary. RF.2.4c Remind children to adjust their reading rate when they encounter
Identify real-life difficult or unfamiliar words. Guide them to use context to confirm or
connections between self-correct their recognition of these difficult words and to reread as
words and their use
necessary. Offer corrective feedback as needed.
that are spicy or juicy).
L.2.5a Fluency Practice
Children can practice fluency using the Practice Book passages.
ACADEMIC
LANGUAGE
phrasing, punctuation
T408 UNIT 1 WEEK 5

DAY 3 • WEEK 5
Vocabulary
5
Mins
2 Practice Have children work with a partner to orally complete
each sentence stem using this week’s and last week’s vocabulary
words.
1. I will ____ my homework before I hand it in. (check)
2. I must ____ something to eat at the restaurant. (choose)
3. Dusting and making my bed are ____ I do around the house.
(chores)
4. What does it ____ to buy this book? (cost)
5. The store has many ____ on this busy shopping day. (customers)
6. There are many ____ to do in an office. (jobs)
7. Will you save your money or ____ it? (spend)
8. We need special ____ to fix the sink. (tools)
9. We are not ____ to run in the hallways. (allowed)
10. I ____ for my new puppy. (care)
11. I was ____ to get a nice letter from an old friend. (excited)
12. A plant’s ____ are soil, water, and sunlight. (needs)
13. Bears ____ in the north woods. (roam)
14. Wear a helmet to stay ____ when riding a bike. (safe)
15. Jack ____ around the store until he found a gift. (wandered)
16. There are many ____ animals that live in the woods. (wild)
WHOLE GROUP
DAY 3 OS
E REA
CL
DIN
G
5
Mins
Expository Text
1 Explain
Go
Share with children the following key characteristics of
Digital
expository text.
‡ Expository text gives facts and information about a topic.
Reading/Writing Ellen Yung had a busy
Expository text can include text features such as photographs,

‡
Workshop

Masterfile
captions, and charts.

86 87
8:58 AM 87 1/12/12 2:00 PM
OBJECTIVES
Present the
Know and use 2 Model Close Reading Lesson
various text features Model identifying and discussing the genre of “Families Work!” This
selection is an example of expository text. It gives facts and information
print, subheadings,
glossaries, indexes, about a topic. It tells how the different members of a real family work to
electronic menus, meet their needs. It also has text features, such as a chart.
icons) to locate
Chart Look at the chart on page 89. Explain that a chart gives
key facts or
information in a text information in an organized way. Point out the rows and columns of
efficiently. RI.2.5 the chart. Ask: What are the headings in this chart? (needs and wants)
Explain how specific What are some “wants” listed in the chart? (video game, basketball,
images (e.g., a skateboard) What is one of Zac’s wants? (a laptop) Is shelter a “need” or
diagram showing a “want”? (need)
how a machine
works) contribute Review with children that a “need” is something that you need, such
to and clarify a a shelter, in order to survive. A “want” is something that you want,
text. RI.2.7 such as a video game, but do not need in order to survive.
Recognize the text 3 Guided Practice of Close Reading
features of expository
text. Have children work with partners to discuss what they learned from
COLLABORATE
the chart. Then have them share what they found with the class.
ACADEMIC
LANGUAGE
informational text,
expository, chart
T410 UNIT 1 WEEK 5

DAY 3 • WEEK 5
Expository Text
“Families Work!” is an expository text.
Expository text:
• gives facts and information about ONLEVEL PRACTICE BOOK p. 48
a topic.
Family Business
• can have text features. Some families own a pizza shop. Everyone helps out.
The adults make the food and help customers. The kids
Find Text Evidence can help clean tables and windows after school.
I know “Families Work!” is expository text because Adults’ Jobs Kids’ Jobs
make food clean tables
it gives facts about how family members work to help customers clean windows
meet their needs. It also has text features.
page 89 1. How can you tell this is an informational text?
Text Features It gives facts about a family business. It has a chart.
What Are Some Needs and Wants?

Needs Wants
• A chart shows
Water Skateboard information in an 2. What does the chart show?
Food Video game
Shelter Basketball
asketball organized way. Facts may The chart shows adults’ jobs and kids’ jobs.
py g
Clothing
be in rows and columns.
Zac knows that his parents have busy
3. What are the adults’ jobs in a pizza shop?
jobs. They bring home money to pay
p
for their needs and wants. They needed The adults’ jobs are to make the food and help the customers.
that washing machine. Zac still wants a L ABOR ATE
laptop. The family has decided to save CO L
some money each week so they can buy
Your Turn
(l) The McGraw-Hill Companies; (r) C Squared Studios/Getty Images
it in the future.
Make Connections
How does the Yung family work
together? ESSENTIAL QUESTION
Tell what information you
How is your family similar or different
from the family in the story? TEXT TO SELF
learned from looking at p. 48 p. 48 p. 48
89
the chart. 048_048_CR14_NA_YTT_2_GR_U1W5_118867.indd 48 3/8/12 3:48 PM
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Monitor and
SCAFFOLD
Quick Check
Q
Use the photos to guide Help children to identify Have partners work
children to understand details and features that together to come up Can children read the chart? Do
that the family discussed show that the selection with at least three details they explain what they learned
in the text is a real is an expository text or text features that from the chart?
family. Point out Ellen rather than a fictional show that the selection
and Steve Yung. Ask story. Ask questions is an expository text
simple questions, such to lead children to the rather than a fictional
as: Who is this? Where is answer, such as: Are story. Ask children to
she? Why is he dressed these real people? How do share their examples Small Group Instruction
this way? Point out that you know? What does the with the class. Clarify
informational text gives text tell us a doctor does? children’s responses as If No Approaching Reteach pp. T430-T431
facts and information What does the text tell us needed.
about real people. about what a firefighter ELL Develop pp. T448-T451
Repeat correct answers does? Elaborate on If Yes On Level Review pp. T440-T441
slowly and clearly to the children’s answers. Beyond Level Extend pp. T444-T445
class.
GENRE T411
WHOLE GROUP
DAY 3 OS
E REA
Vocabulary Strategy
CL
DIN
G
5
Mins
1 Explain
Go
Digital
‡ When children see an unknown word, they can look to see if it
Reading/Writing has an inflectional ending such as -s, -es, or -ed. If it does, children Ellen Yung had a busy
Workshop doctor for children. Customers can get sick

can separate the inflectional ending from the root word and
Masterfile
use the ending and root word to figure out the meaning of the
86 87
OBJECTIVES
8:58 AM 87 1/12/12 2:00 PM
Identify frequently
whole word. Present the
Lesson
occurring root words ‡ When a noun ends in -s or -es, it means “more than one” of that
(e.g.,look) and their noun. For example, cars means “more than one car.”
inflectional forms
(e.g., looks, looked, ‡ When a verb ends in -ed, it means that the action happened in
looking). L.1.4c the past. For example, fixed means “fix in the past.”
Use a known root
word as a clue to 2 Model Close Reading
the meaning of
Model how to find the meaning of dishes on page 93 by thinking
an unknown word
with the same about the meaning of the root word dish and the inflectional
root (e.g., addition, ending -es.
additional ). L.2.4c
ACADEMIC Have children work in pairs to figure out the meanings of hours and
LANGUAGE
inflectional endings,
COLLABORATE
helped by thinking about the meanings of the root words and the
root word inflectional endings. Have children check to see if the meanings
they come up with make sense in the context of the selection.
Confirm children’s definitions of the words.
SKILLS TRACE

5; Unit 2 Week 4
ASSESS Unit 1
T412 UNIT 1 WEEK 5

DAY 3 • WEEK 5
To understand the meaning of a word you
do not know, separate the root word from its
ending, such as -s, -es, or -ed. ONLEVEL PRACTICE BOOK p. 49
Find Text Evidence To figure out new words, look at word parts. A root word may
have the ending -s, -es, or -ed. The endings -s and -es mean
I see the word dishes. I can separate the root a noun is plural. The ending -ed means an action happened
word dish, which means “a plate or bowl used in the past.
for holding food,” from the inflectional ending Read each sentence. Circle the ending of the underlined
word. Use what you know about root words and endings to
-es, which can mean “more than one.” I think the write the meaning of each underlined word.
word dishes means “more than one dish.” 1. Families may start up a business.
more than one group of people who live together
2. Here’s one family business that has been around for 95 years.
more than one year
She also helps wash the dishes . 3. In 1916, two families started a new business.
began doing something in the past

4. In the 1940s, sons of the owners joined the business.
became part of a group in the past
L ABOR ATE
CO L 5. It sold coffee to restaurants.
Your Turn more than one place that serves food and drinks
Name the inflectional ending and the

meaning of these words in “Families Work!”:
hours, page 87
Datacraft Co Ltd/Getty Images
p. 49 p. 49 p. 49
helped, page 87 049_049_CR14_NA_YTT_2_VOS_U1W5_118867.indd 49 3/9/12 9:35 AM
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Monitor and
SCAFFOLD
Beginning Intermediate Advanced Quick Check
Q
Write the word hours on Write the word hours Point out the words
the board. Say the word, on the board. Ask: hours and helped. Ask
Can children identify and use
and draw a line between What smaller word do children to identify inflectional endings to determine
the root word and the you see in hours? What the root word and the meanings of hours and helped?
inflectional ending -s. does hour mean? Now inflectional ending in
Explain that hour is the look at the letter s. This each word. Then have
root word and -s is the inflectional ending partners define the
ending. Have children means “more than one.” words and use each Small Group Instruction
define the root word, Have children complete word in a sentence.
hour. Then explain the this sentence frame: Have children share
meaning of hours and The word hours means their sentences. Clarify If No Approaching Reteach pp. T430-T439
use it in a sentence. more than one ____. children’s responses as ELL Develop pp. T452-T453
Have children repeat Repeat this process for needed. If Yes On Level Review pp. T442-T443
the sentence. Repeat for helped. Correct children’s
helped. responses as needed.

WHOLE GROUP
DAY 3
Genre • Expository
G i Text
How does a family farm work? 1
t’s 3:45 a.m. on Tuesday. Mary Gelder is ready

for work. She and her mom drive many miles
from their farm in Michigan to Chicago. They
sell fruits and vegetables at a farmer’s market.
Customers visit their farm stand to buy fresh
food. “I love seeing who will eat the food my
family works hard to grow,” Mary says. After a
long day, the Gelders return home. They do it
all again on Saturday.
But their work does not stop there. Each

day, they do many chores. The family plants,
Essential Question waters, and picks fruits and vegetables.
Courtesy of Ellis Family Farms and Christina Gelder
Courtesy of Ellis Family Farms and Christina Gelder

work together?
STOP AND CHECK
Read about a family that works
to
together on a farm. Ask and Answer Questions What work
does the Gelder family do each Tuesday?
Go Digital!
Go back to the text to find the answer.
10
104
04 105

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ESSENTIAL QUESTION
Read Literature Read the Essential Question: What happens when
Anthology families work together? Tell children that as they
Literature Anthology Review Genre: Expository Text read, they should think about what the members
Review with children the key of this family do to help each other.
characteristics of expository text:
STOP AND CHECK
‡ Gives facts and information about a topic.
Ask and Answer Questions What work does
‡ Can include photographs, captions, sidebars, the Gelder family do each Tuesday? Go back to
and tables. the text to find the answer. (Early in the morning,
Preview and Predict Read the title on page 104 Mary Gelder and her mother drive their fruits and
and have children look at the photo. What does vegetables to a farmer’s market in Chicago.)
this family do to earn money? How do they work
together? Let’s find out.
T413A UNIT 1 WEEK 5

DAY 3 • WEEK 5
One of Mary’s jobs is to care for the

chickens. Her brothers repair trucks and
tractors. They check farm tools, like shovels
and drills. Mary’s mom, René, takes care of
money and workers. 4
When Gelders choose what to plant, they
look at demand. In the summer, people want
strawberries. So the family plants a lot of
them. Sometimes, they sell less than they have.
The Gelder family farm produces apples People buy jam and fresh food from the
The Gelders turn the extra fruit into jam. and other fruits. Gelder’s farm stand.
“I love strawberries!” Mary says. “It’s great
to have jam in the winter, when there is no
Running a farm costs
supply of fresh strawberries.” Respond to Reading
money, so the Gelders try
1. How do you know “Families
to save. Some time ago, Working Together” is expository
tthey bought an outdoor text? GENRE
5 wwood stove. They burn the 2. How does the Gelder family
(l) Courtesy of Ellis Family Farms and Christina Gelder (r) Courtesy of Ellis Family Farms and Christina Gelder
ffarm’s old trees for heat. work together on their family
Some people produce farm? Use details to support
The heat warms their home
items that people buy.
What’s
Produced
Who
Consumes It?
2 and barn. It helped the
your answer. KEY DETAILS
People who buy items are 3. Use what you know about
Bicycle Kids and Athletes
family spend less during
called consumers. Here’s inflected endings to figure
the cold months. “We help out the meaning of helped on
a look at some items that Books Teachers, Students,
Readers each other and we help the this page. INFLECTED ENDINGS
3 a
are produced and who
Food People and environment,” René says. 4. How does the Gelder family’s
cconsumes them. Animals
“I’m really proud of my work on their farm help
Cars Drivers
family and our farm!” others? TEXT TO WORLD
106 107

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1 Skill: Key Details 4 Maintain Skill: Key Details

Say: What is a key detail we learn on page 105 Look at the photographs on page 107. What kind
about how the Gelder family works together to run of fruit do the Gelders grow? What do you learn
their farm? We’ll add this information to the first box from the caption about what people buy?
on our Key Details graphic organizer.
2 Genre: Expository Text
Teacher Think Aloud I had a question after
Look at the sidebar and table on page 106. What reading page 107. Why did the family buy a stove
information do you learn from the table? (The if they were trying to save? I read that the stove
table gives information about producers and helped them to save money in the winter.
consumers.)
Student Think Aloud I ask myself, “How is the
3 Inflectional Endings family helping the environment?” I reread to look
What is the base word for the word produced? for the answer. The family burns the farm’s old
(The base word is produce.) trees, which is better for the environment.

WHOLE GROUP
DAY 3
E REA
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Skill: Main Idea and Details
Remind children that key details are important pieces of information in
a text. Ask children to recall the facts and details they have read. Then
have them add details to their Key Details chart.

The family Family They decide
grows members what to
fruits and plant and plant and
vegetables water the how to
and sells crops; take spend the
them at a care of money they
farmer’s chickens, earn.
market. and repair
trucks and
tractors.

Review children’s predictions. Guide them to use text evidence to
confirm or revise their predictions. Discuss what children learned about
how farm families work together by reading the selection.

Purpose of the Text The purpose of the text is to inform
children about farming life. Talk with children about why farming
might be difficult. Ask: What happens if it doesn’t rain? What if it
rains a lot? What will happen to the family’s crops? Discuss whether
the author is sympathetic to farmers or not.
T413C UNIT 1 WEEK 5

DAY 3 • WEEK 5
Respond to Reading
ENGLISH LANGUAGE
Text Evidence LEARNERS
Guide children to use text evidence to answer the Text Evidence Retell Help children by looking
at each page of the selection and
questions on Literature Anthology page 107. Model answering the asking a prompt, such as What is
questions as needed. the family doing on this page? How
1. Genre In the selection, the author gives facts and information do they help each other? Point to
and identify the activity and the
about farming and family farms. There are photographs with family members in each photo.
captions, a sidebar, and a table. These are all clues that Families Provide sentence starters to help
Working Together is an expository text. children retell the selection such
as: The family works together
2. Key Details Let’s look back at the text for key details that tell how by . ’s job is to .
the Gelder family works together on their farm. On page 106, we
read that Mary takes care of the chickens. Her brothers repair trucks
and tractors and check to make sure that farming tools are in good
shape. Mary’s mom, René, takes care of money matters.
3. Inflected Endings I separate the root word help from its ending.
Help means “to make it possible for something to be better or
easier.” The -ed ending means something happened in the past. In
this case, helped means that the wood stove made it possible for
the Gelders to save money in the winter.
4. Text to World Have children go back and reread page 106. The
fruit and vegetables that the Gelders grow and sell help other
families eat fresh, healthful food.
IA
L STU
CONNECT TO CONTENT
DI
SOC
ES
PLANTS GROW AND CHANGE

Goods are things you can see and
touch. Some goods are grown—
such as fruits and vegetables. Some
are manufactured—such as shoes
or backpacks. Services are work
provided that someone does for
someone else. People who provide
services include a barber, a mail
carrier, a store clerk, and a bus driver.
The study of goods and services and
how they are made, distributed, or
consumed, is called economics.

WHOLE GROUP
DAY 3
Language Arts
Writing Traits:
5
Mins
Sentence Fluency
OBJECTIVES Discuss Sentence Types Go
Write informative/
Review Invite children to recall that writers include different
Digital
which they introduce sentence types in their writing, including statements, questions, and
a topic, use facts and exclamations. They also use both long and short sentences to make the
definitions to develop
writing flow better and to create interest for the reader.
concluding statement Share Ask for a volunteer to share his or her revised writing from
or section. W.2.2 Day 2. Have the class listen for and point out examples of different
Present the
Produce, expand, and sentence types in the volunteer’s writing. Invite the volunteer to point Lesson
rearrange complete out one sentence and explain how it helps improve the writing or make
and compound
it more interesting.
boy watched the
watched the movie;
The action movie was WRITING ENTRY: SENTENCE TYPES
W Writing
boy). L.2.1f 1 Prewrite Ask children to choose a new topic for writing by
Demonstrate searching their Writer’s Notebook for ideas for an expository
command of the text. Or provide a prompt such as the following one:
conventions of
standard English Write an expository text about the jobs kids do to help their
capitalization, family. Include different sentence types, such as questions and Graphic
Organizer
punctuation, and exclamations along with statements. Use different sentence
spelling when lengths as you write your draft.
writing. L.2.2
2 Draft Once children have chosen their topic, ask them to make
I see a fish.
ACADEMIC a word web. Have children use their word webs to generate
LANGUAGE ideas about jobs that kids do to help their families. Encourage
sentence, statement, children to refer to their webs as they write their drafts. Grammar
question, dialogue,
quotation marks
T414 UNIT 1 WEEK 5

DAY 3 • WEEK 5
5
Mins
LEARNERS
Expanding and Combining Sentences Combining Sentences Display
the following sentences and
Review Remind children that they can expand a sentence by adding pictures that illustrate them.
details to the subject or predicate. They can also combine sentences Mrs. Sanchez cleans the house.
that have the same subject or predicate. Rico cleans the house.
Practice Display the following sentences. Have partners expand the Review with children that we
first sentence. Then have them combine the next two sentences. can combine sentences that
have the same predicate. Explain
My brother does chores. (Possible answer: My big brother John
that the predicate is the part of
does many important chores.) the sentence that tells what the
We sweep the steps. We rake the leaves. (We sweep the steps and subject does or is. Ask children
to identify the predicate in each
rake the leaves.)
sentence. (cleans the house) Help
them combine the subjects to
make a new sentence. Ask: Who
Mechanics: Quotation Marks cleans the house? (Mrs. Sanchez
Review Remind children that quotation marks are placed at the and Rico clean the house) Follow
the same procedure with other
beginning and at the end of dialogue, the exact words a speaker says. sentences that have the same
The punctuation at the end of the speaker’s words is also included predicate or subject.
inside the quotation marks.
rewrite the sentences with correct quotation marks.
Why do we have to clean our rooms? asked Max. (“Why do we
have to clean our rooms?” asked Max.)
Dad said, It’s easier to find your things if your room is clean. (Dad
said, “It’s easier to find your things if your room is clean.”)
Talk About It
Expert Model Have partners look for an example of
COLLABORATE dialogue in this week’s reading and write it on a piece of
paper. Have them explain to the class or another pair of

children how the quotation marks helped them understand
what was said and who was speaking.
Daily Wrap Up
the skills they used today. Help them
give examples of how they used each
skill.
LANGUAGE ARTS T415

DAY 4 a b c
Word-Building
behavior
behavior
all
Word Cards
behavior
behavior
did
Literature Anthology Spelling Words

“Families Working Cards
Together”
Extend the Concept

5
Mins
Oral Language
ESSENTIAL QUESTION
Go
OBJECTIVES
Participate in
Remind children that this week they have been learning about what Digital
collaborative happens when families work together. Guide children to discuss the
conversations with Essential Question using information from what they have read and
diverse partners discussed.
and texts with Use the Define/Example/Ask routine to review the oral vocabulary
peers and adults words exchange, homework, lucky, members, and treasure.
in small and larger
groups. SL.2.1
Partner Share Have children share with a partner ways that the Phonemic
COLLABORATE members of their families work together with each other. Encourage
Awareness
Follow agreed-upon
children to connect their examples to this week’s reading selections as
(e.g. gaining the they generate responses. Make a list of volunteers’ responses on the
floor in respectful board. m a
ways, listening to n t p
others with care,
Review last week’s oral vocabulary words profession, thorough, duty,
speaking one at a equipment, and satisfaction using the Define/Example/Ask routine. Phonics
and texts under
discussion). SL.2.1a
I the jar.
Use an apostrophe to fill fills filling
form contractions and
frequently occurring Structural
possessives. L.2.2c Analysis
T416 UNIT 1 WEEK 5

DAY 4 • WEEK 5
Word Work
Quick Review
5
Mins
Phonemic Awareness Build Fluency: Sound-Spellings
Display the Word-Building Cards i_e,
i, sl, dr, sk, sp, st, a_e, a, e, o, u, c, d,
Phoneme Categorization children say each sound. Repeat,
and vary the pace. For fluency in
1 Model Listen for the middle vowel sound as I say three words: pick, time, connected text, see the Decodable
nine. Which word does not belong? The words time and nine have the /ī/ Reader lesson in Small Group.
sound in the middle, but pick has the /i/ sound. Pick does not belong.
2 Guided Practice/Practice Have children practice more
categorization of vowel sounds. Do the first group with children.
Which word does not belong?
tick, like, kit pit, hike, time wipe, till, nine
5
Mins
Phonics
Build Words with Short i, Long i: i_e
Review The long i sound /ī/ can be represented by the letters i_e. The
short sound /i/ can be represented by the letter i.
Display the Word-Building Cards p, i, n, e, and blend the sounds to Monitor and
read the word: /pīīīnnn/, pine. Take away the e and blend and read the Differentiate
new word: /piiinnn/, pin.
Continue with hid, hide; rid, ride; dim, dime; kit, kite; bit, bite.
Quick Check
Q
5
Mins
Structural Analysis words with short i spelled i and
long i spelled i_e?
Possessives high-frequency words?
1 Review Remind children that when an apostrophe and s are

added to the end of a noun, it shows that the person or thing
owns something. Small Group Instruction
2 Practice Write the following sentences on the board and read
them aloud with children. Have partners rewrite the sentences to
make each underlined noun a possessive.
The kid pants are blue. (The kid’s pants are blue.)
The cat fur is long. (The cat’s fur is long.)

WHOLE GROUP
Quick Review

understands, work.
5
Mins
Spelling
OBJECTIVES Word Sort with Short i, Long i: i_e Go
Know and apply
Digital
grade-level phonics
and word analysis Cards. As one partner reads the words one word at a time, the other
skills in decoding partner should orally segment the word and then write the word. After
reading all the words, partners should switch roles. her
Recognize and read
Practice Have children correct their own papers. Then have them sort
grade-appropriate girl curb her word
irregularly spelled the words by short i spelled i and long i spelled i_e.
Spelling Word
words. RF.2.3f Sort
accuracy and
fluency to support
comprehension.
5
Mins
High-Frequency Words they together
RF.2.4 how eat
Use a known root all, any, goes, new, number, other, right, High-
word as a clue to
the meaning of
says, understands, work Frequency
Word Routine
an unknown word Review Display High-Frequency Word Cards all, any, goes, new, number,
with the same other, right, says, understands, and work. Have children Read/Spell/Write
root (e.g., addition, Could you make a buzz as long
additional). L.2.4c
each word. as a bee’s?
two, three!
‡ Point to a word and call on a child to use it in a sentence. One, two, three, I buzz again!
two, three!
ACADEMIC ‡ Review last week’s words using the same procedure.

Fluency
LANGUAGE
phrasing, root word
T418 UNIT 1 WEEK 5

DAY 4 • WEEK 5
Fluency/Vocabulary
Strategy
5
Mins
Phrasing
Review Remind children that correct phrasing means grouping
words together naturally as they read. Explain that children can use
punctuation to help them read with correct phrasing. Point out that
commas tell readers where to make a short pause. Periods, question
marks, and exclamation points can be used to group the words in a
sentence. Explain that correct phrasing can help children understand
words and ideas that go together.
to a partner. Remind them to pause for punctuation and to read
with attention to where phrases begin and end. Make sure they pay
attention to using proper phrasing. Offer corrective feedback as
needed.
Fluency Practice
vie
Re w
Monitor and
5
Mins
Root Words Differentiate
1 Explain/Model Remind children that a root word is the basic Quick Check
Q
form of a word to which a prefix, suffix, or ending has been added.
Explain that, when children see an unfamiliar word, they can figure Can children recognize and read
out the meaning by looking for a root word that they know. high-frequency words?
Can children read fluently with
Write these examples on the board: working, worker, works. Model good phrasing?
separating the root works from the ending or suffix. Underline the
root in each word and explain how children can use what they know
about the root word to figure out the meaning of the longer word.
2 Guided Practice Write these sentences:
We will not be spending our money today. The family waters the garden. If No Approaching Reteach pp. T430-T439
Have children work with a partner to identify the root of the ELL Develop pp. T448-T455
COLLABORATE underlined words. Ask them to explain what each word means and If Yes On Level Review pp. T440-T443
how they figured it out. Beyond Level Extend pp. T444-T447

WHOLE GROUP
DAY 4 E REA
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5
Mins
Compare Texts Go
Review with children that in Families Working Together, they read Digital
informational text about a family that works together to run a farm. Now
they will read an informational text about why people make goods and
Genre • Expository Text
provide services.
Compare Texts
Read about why people make
goods and provide services.
Literature Anthology Police officers and firefighters provide

the service of helping others.
Some service jobs include a teacher or a food

Workers in factories produce goods like
cars that people buy.
server. A teacher provides the service of helping

students learn. A food server brings food to
your table at a restaurant.
When people make goods or provide services,

they earn money. They can use the money to
buy more goods and services that cost money.
People who buy things are consumers.
Items you must have to live are needs, like

food or clothing. Sometimes, you wish for other
things. These are wants, such as games or books.

Will you create goods? Or will you provide
L ook around you. The things you see services? The choice is yours!
(l) Jay P. Morgan/Workbook Stock/Getty Images (r) Jim West/Alamy

have been produced, or made by a person
at work. These things are called goods. Make Connections
OBJECTIVES
Juan Silva/The Image Bank/Getty Images

What happens when people work
Some people have jobs that provide together? ESSENTIAL QUESTION
or offer services. Services are actions How do people work together so you can
that people do. buy things? TEXT TO TEXT
108 109
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3/8/12 9:25 AM 109 1/12/12 2:35 PM
Ask and answer Look at the picture of the woman working. What type of goods is she Why We Work
such questions as producing? (She is working in a bakery. She is producing bakery items
who, what, where,
for people to buy.)
when, why, and how
to demonstrate
understanding 2 Ask and Answer Questions
of key details in a How do the photos and captions in the selection help you understand the
text. RI.2.1
topic better? (They show examples of what some people do for their work.
Know and use The photos help explain the difference between goods and services.)
print, subheadings,
glossaries, indexes, What are some examples of service jobs that people do? Why are they
electronic menus, important? (Service jobs such as teachers, police, and firefighters are
icons) to locate
key facts or
important because they help people.) How are wants similar to needs?
information in a text (Both are things that are mainly acquired with money.)
efficiently. RI.2.5
AUTHOR’S CRAFT
ACADEMIC
LANGUAGE Supporting Details
goods, services Authors of nonfiction help readers understand information by
providing supporting details about their topic.
‡ Read aloud this sentence: Some service jobs include a teacher or
a food server. Point out that the next two sentences in the text
provide the supporting details that explain what a teacher and
a food server do. (p. 109)
‡ Have children find supporting details that explain the
difference between needs and wants. (p. 109)
T419A UNIT 1 WEEK 5

DAY 4 • WEEK 5
Genre • Expository Text

Compare Texts
Read about why people make
goods and provide services.
2
Police officers and firefighters
refig
ghters p
provide Workers in factories produce goods like
the service of helping others. cars that people buy.
Some service jobs include a teacher or a food

server. A teacher provides the service of helping
students learn. A food server brings food to
your table at a restaurant.
When people make goods or provide services,

they earn money. They can use the money to
buy more goods and services that cost money.
People who buy things are consumers.
Items you must have to live are needs, like

food or clothing. Sometimes, you wish for other
things. These are wants, such as games or books.
3
Will you create goods? Or will you provide
Look around you. The things you see services? The choice is yours!
(l) Jay P. Morgan/Workbook Stock/Getty Images (r) Jim West/Alamy

have been produced, or made by a person
at work. These things are called goods. Make Connections
Juan Silva/The Image Bank/Getty Images
What happens when people work

Some people have jobs that provide together? ESSENTIAL QUESTION
or offer services. Services are actions How do people work together so you can
that people do.
1 buy things? TEXT TO TEXT
108 109
LITERAT URE ANTHOLOGY, pp. 108–109 LEXILE 510

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9:25 AM 109 1/12/12 2:35 PM
Make Connections
COLLABORATE jobs discussed in “Why We Work” and the Gelder
family farm in Families Working Together.
Specific Vocabulary
Point out the words jobs and cost. Prompt
children to use the context clues to help
them understand the words.

WHOLE GROUP
DAY 4
Language Arts
Writing Traits:
5
Mins
Sentence Fluency
OBJECTIVES Revise Have children revise their draft from Day 3 to make sure they Go
With guidance and have sentences of various types and various lengths. Provide help with
using digital resources.
Digital
support from adults
As children revise their drafts, hold teacher conferences with individuals.
writing as needed You may also want to have partners conduct peer conferences.
by revising and Edit Model using proofreading marks to edit. Then have children use
editing. W.2.5
With guidance
and support from
Invite children to review Grammar Handbook page 476 and check that Writing
adults, use a variety they have expanded or combined sentences correctly.
of digital tools to Encourage children to proofread for other errors, including quotation
produce and publish
marks and spelling.
collaboration with
peers. W.2.6
Conference Routines Proofreader’s
Marks
rearrange complete Teacher Conference
and compound
Step 1: Talk about the strengths of the writing. Your organization is
clear, and that helps me understand the details of your text.
boy watched the I see a fish.
movie; The little boy Step 2: Focus on the target trait. I see some questions and statements, and
watched the movie;
the sentences are different lengths. That makes the writing interesting to read.
The action movie was Grammar
watched by the little Step 3: Make concrete suggestions for revisions, such as those below,
boy). L.2.1f and then meet again to review progress.
Demonstrate
command of the
conventions of Suggested Revisions
standard English
capitalization,
Focus on a Sentence Read the draft and target one sentence for
punctuation, and revision. Most of your sentences are the same. Let’s change this sentence to
spelling when make it different by _____.
writing. L.2.2
specific suggestions. How could you make this statement a question or an
ACADEMIC exclamation? Let’s combine these sentences by _____.
LANGUAGE
sentence, expand, Focus on a Revision Strategy Underline a section of the writing
combine, statement, and ask children to use a specific revision strategy, such as combining
question, dialogue, sentences. Your sentences flow nicely, but these two sentences have the
quotation marks
same subject. Let’s try to combine them into one sentence.
T420 UNIT 1 WEEK 5

DAY 4 • WEEK 5
Peer Conference
‡ Are there sentences of various lengths and types?
‡ Where else can you expand or combine sentences?
5
Mins
Grammar
Expanding and Combining Sentences
Review Remind children that they can expand a sentence by adding
details to the subject or predicate. They can also combine sentences
that have the same subject or predicate.
Display the following sentences:
My grandmother works in the garden. My grandmother picks the
vegetables.
Model combining the two sentences together:
My grandmother works in the garden and picks the vegetables.
Practice Display the following sentences. Have children rewrite the
sentences to combine them.
We will empty the dishwasher. We will clean the sink.
(We will empty the dishwasher and clean the sink.)

Review Remind children that quotation marks are used
at the beginning and end of dialogue. Point out that the
quotation marks go after the ending punctuation mark.
Practice Have children rewrite the sentences below, using
quotation marks to show the dialogue.
“Please take the dog for a walk,” said Mom. Daily Wrap Up
Sammy said, “I’d better bring an umbrella. It’s raining!” ‡ Review the Essential Question, and
Talk about It encourage children to discuss it using
Who Said It? Have each partner write a sentence of the vocabulary words.
COLLABORATE dialogue without any quotation marks. Then have the other ‡ Prompt children to discuss the skills
partner add quotation marks to the dialogue. Finally, have they practiced and learned today.
partners read each other’s sentences aloud. Guide them to share examples of how
LANGUAGE ARTS T421

WHOLE GROUP
DAY 4
Wrap Up the Week
Integrate Ideas
L STU
IA
DI
SOC
ES
Families Work Together
OBJECTIVES
Make a Job Description Sheet
research and writing Review the steps in the research process. Tell children that they will
projects (e.g., read COLLABORATE interview a family member or friend of the family about their job to
a number of books develop a job description sheet.

produce a report; STEP 1 Choose a Topic
record science
observations). W.2.7 Guide children to discuss the selections and what family members do
Recall information to help the family. Have them list ways that adult family members help
from experiences or a family by having a job. Discuss possible questions to ask of a family
gather information member, such as: What’s your job? What do you do at work?
from provided
sources to answer a
question. W.2.8 STEP 2 Find Resources
Participate in Discuss how to use the selections as research. Remind children that
collaborative they can find more details about what family members do by looking in
conversations with
reference materials and online.
diverse partners
and texts with STEP 3 Keep Track of Ideas
peers and adults
in small and larger Have children make an Accordion Foldable®
groups. SL.2.1 to record ideas and facts from different
sources. Model recording the names of
Research information sources.
by interviewing a
family member.
Listen Carefully As children engage in partner, small-group, and
T422 UNIT 1 WEEK 5

DAY 4 • WEEK 5
STEP 4 Create the Project: Job Description Sheet

Tell children that they will make a job description sheet that tells
what a family member or friend does at his or her job. Explain the
characteristics of a job description sheet.
‡ Information and Explanation The purpose of a job description
sheet can be to give and explain information about a specific job.
The sheet will describe and explain what the person does at the
job and what good is produced or service is provided.
‡ Images A job description sheet can have drawings or
photographs of the person doing his or her job.
Have children work independently to create a job description
sheet based on an interview with a family member or friend
of a family member. Remind children to take notes during the
interview.
‡ Guide children to draw or find photographs that show how the
person’s job helps the community.
‡ Then have them write captions or sentences describing the images
and explaining how the person’s job is important to the family.
ENGLISH
L LANGUAGE LEARNERS
SCAFFOLD
F

sentence frames to help children on the most important details describe their job description
identify the topic of their job about their projects. Ask: What sheet. Elicit information and
description sheet. For example: does your family member do for explanations about why it helps
I talked with ––––– for my project. a job? What does he or she do to know about what a family
His/Her job is –––––. Part of the job at work? Elicit more details to member does to help the family.
is to –––––. Allow children ample support children’s answers. Encourage them to think about
time to respond. how the person’s job helps the
community and the family.
Elaborate on children’s answers.

DAY 5 a b c
Word-Building
behavior
behavior
all
Word Cards
behavior
behavior
Reading/Writing did
Workshop
Spelling-Word
Dinah Zike’s Foldables
Integrate Ideas
OBJECTIVES
Ask and answer
Text to Text
who, what, where, selections about what happens when families work together. Tell them
when, why, and how they will compare these texts. Model comparing texts using “Families
to demonstrate Work!,” Reading/Writing Workshop pages 86–89, and Families Working
understanding
of key details in a
Together, Literature Anthology pages 104–107. Use a Shutter Foldable®
text. RI.2.1 to record comparisons.
Draw evidence ThinkAloud “Families Work!” and Families Working Together both tell
from literary or how family members work together. “Families Work!” tells how everyone
informational texts in the Yung family helps to meet the family’s needs and wants. Families
to support analysis,
reflection and
Working Together tells about the Gelder family and their family farm.
research. W 4.9
Complete the Organizer Have children use a Shutter Foldable® to
COLLABORATE record comparisons. Guide them to discuss and write
ACADEMIC about different ways the characters are good citizens.

LANGUAGE
compare, present Present Information Ask children to present their
information to the class. Have children compare the
information that is presented.
Text to Self
Discuss Have children discuss what they do to help
their family meet its needs. Ask: What chores do
you do at home? How does this help your family?
Text to World
Discuss Have children discuss jobs adult family members do. Ask: What
kinds of needs and wants do families have? How do jobs help meet them?
T424 UNIT 1 WEEK 5

DAY 5 • WEEK 5
OBJECTIVES
Draw evidence
Write an Analysis
from literary or Cite Evidence Using text evidence, children will analyze how the
informational texts author of a selection they have read this week used text features to
to support analysis, inform and explain a topic.
reflection, and
research. W.4.9 Guide children to analyze text evidence from Families Working Together
Identify the
by asking “why” and “how” questions about the text features.
main topic of a ‡ Why does the author include photographs of the different members
multiparagraph of the Gelder family?
text as well as the
focus of specific ‡ How do the photographs help you understand what the Gelders do?
paragraphs within ‡ Why does the author include a sidebar called “Producing and Consuming”?
the text. RI.2.2
‡ How does the sidebar help you learn about consumers?
Demonstrate
command of the ‡ How can children in the family help to make the farm run smoothly?
conventions of
standard English
capitalization, The author includes a ______ to ______.
punctuation, and The ______ is important because it ______. It helps the reader
spelling when
understand ______.
writing. L.2.2
I think the author’s use of text features helps inform or explain ______.
ACADEMIC
LANGUAGE
key details Work with children to complete the sentence frames using information
from Families Working Together.
Then have children select another text they have read this week. Have
children use the sentence frames to write about the author’s use of text
features.
IENCE
SC
L STU
IA

DI
SOC
ES
OBJECTIVES
Wrap Up the Project
research and writing Guide children to share the information on their job descriptions
projects. W.2.7 sheets. Prior to the presentations, review Presenting Checklist 1 and
the Listening Checklist with children.

WHOLE GROUP
Quick Review
DAY 5
1 Sound-Spellings Display the
Word Work Word-Building Cards i_e, i, sl, dr, sk,

sp, st, a_e, a, e, o, u, c, d, f, g, h, j, k,
ck, m, n, p, q, r, w, x. Have children
say each sound.
10
Mins
Phonemic Awareness
Know and apply
Review Guide children to blend phonemes to form words. Listen as I
Digital
grade-level phonics
and word analysis say a group of sounds. Then blend those sounds to form a word.
skills in decoding
/d/ /ī/ /m/ (dime) /t/ /i/ /k/ (tick) /k/ /ī/ /t/ (kite)
words. RF.2.3
/sh/ /i/ /p/ (ship) /t/ /ī/ /m/ (time) /p/ /i/ /n/ (pin)
short vowels when
reading regularly
Phonemic
Phonics
words. RF.2.3a 10
Mins
Awareness
Recognize and read

grade-appropriate c a t
irregularly spelled Blend and Build Words with Short i,
words. RF.2.3f
Use an apostrophe to
Long i: i_e Phonics
form contractions and Review Have children read and say the words nine, tin, pine, side,
frequently occurring lid, and ride. Then have them follow the word building routine with I the jar.
possessives. L.2.2c fill fills filling
Word-Building Cards to build hid, hide, ride, rid, kid, kit, kite, bite, tile, line,
fine, nine.
Structural
form words. Analysis
short i and long i.
• Identify and read
10
Mins
Structural Analysis
possessives.
Possessives Spelling Word

Routine
Review Have children explain how an apostrophe and s are added to
they together
the end of a noun to make it a possessive. Then have children practice
by changing the following words into possessives and using them each how eat
in a sentence: doll, Mom, dog, Dad, sun.

High-
Frequency
Word Routine
peered
Visual Glossary
T426 UNIT 1 WEEK 5

DAY 5 • WEEK 5
5
Mins
Spelling
Word Sort with Short i, Long i: i_e
words by sound spelling. Remind children that each word will either
have the short i sound spelled i or the long i sound spelled i_e.
Assess Assess children on their ability to spell words with short i
and long i. Say each word and provide a sentence so that children
can hear the words used in a correct context. Then allow them time
to write the words. In order to challenge children, you may wish to
provide an additional word with each spelling in order to assess
whether they understand the concept.
5
Mins
all, any, goes, new, number, other, right
says, understands, works
Review Display High-Frequency Word Cards for all, any, goes, new,
number, other, right, says, understands, and works. Have children
Read/Spell/Write each word. Have them write a sentence with Monitor and
each word. Differentiate
5
Mins
Vocabulary Words Quick Check
Q
words with short i and long i?
check, choose, chores, cost, customers, Can children recognize and read
jobs, spend, tools high-frequency words?
Review Display Visual Vocabulary Cards for check, choose, chores,

cost, customers, jobs, spend, and tools. Provide a clue for each word and
have children name it. Small Group Instruction
WORD WORK T427

WHOLE GROUP
DAY 5
1
Language Arts
Writing Traits:
5
Mins
Sentence Fluency
With guidance
Discuss Discuss with the class what they learned about using different
Digital
and support from
adults, use a variety sentence types in their writing. Guide them to recall that sentences of
of digital tools to different lengths and different types help make their writing interesting.
produce and publish
Using short sentences, long sentences, questions, statements, and
collaboration with exclamations makes writing flow well.
peers. W.2.6 Present Invite volunteers to choose a writing entry from the week
Writing
Demonstrate to share with the class. Compare the volunteer’s draft with his or her
command of the revised text. Encourage the group to identify different sentence types
conventions of
the volunteer added. Have children discuss how the sentence types and
standard English
grammar and usage sentence lengths affect the writing.
when writing or Reflect Have children use their Writer’s Notebooks to reflect on their
speaking. L.2.1
Produce, expand, and they write:
rearrange complete
and compound How did adding different sentence types make your writing better this
sentences (e.g., The week? I see a fish.
boy watched the
What other topics would you like to write about? How would having
watched the movie; different sentence types help to keep readers interested in your writing? Grammar
boy). L.2.1f
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing. L.2.2
ACADEMIC
LANGUAGE
sentence, expand,
combine, statement,
question, exclamation,
dialogue, quotation
marks
T428 UNIT 1 WEEK 5

DAY 5 • WEEK 5
5
Mins
Grammar
Expanding and Combining Sentences
Review Remind children that they can expand a sentence by adding
details to the subject or predicate. They can combine sentences that
have the same subject or predicate.
Practice Display the following sentences. Have children expand the
predicate of the first sentence. Then have them combine the second
and third sentences. Have them make sure the verb agrees with the
subject of the new sentence.
Lynn and Becky bake cookies. (Possible answer: Lynn and Becky
bake delicious chocolate chip cookies.)
My brother cooks dinner. My mother cooks dinner. (My brother
and mother cook dinner.)

Review Remind children that quotation marks are used to show
the beginning and end of dialogue. The end punctuation is included
inside the quotation marks.
Practice Review with children that quotation marks are used with
COLLABORATE dialogue to show the exact words a speaker says. Have partners
dictate dialogue to one another. One partner speaks, the other writes
the words as dialogue, using quotation marks and naming
the speaker. Then partners switch roles.
Reteach
If children have difficulty expanding or combining
sentences or using quotation marks, review the use of each. Wrap Up the Week
Provide opportunities for children to practice the skills in a
small group, with a partner, or independently. ‡ Review the Essential Question and
Talk About It
‡ Review the comprehension strategy
Sentence Swap Have children work with a partner. One
and skill.
COLLABORATE partner writes a sentence that describes a job that someone
in a family does. The partner then turns the sentence into a ‡ Review short i, long i: i_e.
question or an exclamation. Have children switch roles. ‡ Use the High-Frequency Word Cards
‡ Review the purposes for writing
expository text.
LANGUAGE ARTS T429

Approaching Level
Informational
Text
Leveled Reader:
Families at Work Go
Digital
Before Reading
Informational
Preview and Predict

Text
by Ann Weil
PAIRED
READ A Family Sawmill
Have children turn to the title page. Read the title and author name,
P
PD PAIRED
READ
by Ann Weil
A Family Sawmill
Leveled Reader
and have children repeat. Preview the selection’s images. Prompt
Leveled
OBJECTIVES Review Genre: Expository

Ask and answer Have children recall that expository text gives facts and information Detail Detail Detail
such questions as
who, what, where,
about a topic. It may include text features, such as photos, captions,
when, why, and how and charts.
understanding of
key details in a text.
Remind children of the Essential Question: What happens when families
RI.2.1 work together? Set a purpose for reading: Let’s read to find out about
Identify the main topic work families do.
of a multiparagraph Remind children that as they read a selection, they can ask questions
text as well as the
focus of specific
about what they do not understand or want to know more about.
Retelling
paragraphs within Cards
the text. RI.2.2
During Reading
MATERIALS
Leveled Reader As children whisper read Families at Work, monitor and provide
Families at Work guidance, correcting blending and modeling key strategies and skills.

Remind children that as they read, they should ask themselves
questions about what they have read or what they do not understand.
Model using the strategy on page 3. Say: I ask myself, “What jobs can
kids have?” I look for the answer. The text says kids might sell or deliver
things. They may babysit or take care of animals.
Skill: Key Details

Remind children that key details give the most information about the
topic. After reading, ask: What are the book’s important, or key, details?
Display a Key Details chart for children to copy.
T430 UNIT 1 WEEK 5

WEEK 5
Model recording children’s answers in the detail boxes. Have children

record the answers in their own charts. Literature
Think Aloud When I read, I’ll look to the text, photos, and captions Circles
to find key details. The key details are the facts. On page 2, I read that Lead children in conducting
kids do chores at home. This is one key detail. Let’s add this to the Key a literature circle using the
Details chart. Thinkmark questions to guide
Guide children to add additional key details as they read. the discussion. You may wish
learned about families working
After Reading together from both selections
Respond to Reading
Have children complete Respond to Reading on page 16 after reading.
Retell
as a guide. Help children make a personal connection by asking: What
Level
Up
Informational
Text
is one job you do to help your family? Is it like one of the jobs in the book?

Text
out how you read in meaningful chunks, such as reading the subject, PAIRED
READ
ED
by Ann Weil
A Family Sawmill
Sawm
pausing, then reading the predicate.

Apply Have children practice reading with partners. Provide feedback by Ann Weil
as needed.
PAIRED
A Family Sawmill
READ
Inform
In
nformationa
ationall
T
Te
Text
Compare Texts
Read to find out how a family in
New Hampshire works together at
a sawmill.
IF Children can read Families at Work
PA I R E D R E A D … Approaching Level with fluency and
A Family Sawmill
Reading questions,
“A Family Sawmill” Tina and her mother Betty
(inset) Courtesy of Woodell & Daughters Forest Products, (bkgd) Aaron Roeth Photography
work at their sawmill.
George and Betty Woodell by Ann Weil

started a sawmill in 1975. A
Make Connections
sawmill is a place where logs
are cut.
PAIRE
PAIRED
REA
R EAD
D A Family Sawm
ill a more detailed version of the selection.
17
Before reading, ask children to note that • Use pages 2–4 of Families at Work
Leveled Reader
the genre of this text is also expository. On Level to model using the graphic
Then discuss the Compare Texts statement. After reading, ask children organizer to identify key details.
to make connections between the information they learned from • Have children read the selection,
“A Family Sawmill” and Families at Work. checking their comprehension by
using the graphic organizer.

F
C
Children can extend their knowledge of how families
work together by completing the social studies activity
on page 20.

Approaching Level
Phonemic Awareness
TIER
P H O N E M E I S O L AT I O N
2
OBJECTIVES Tell children they will be listening for the sounds at beginning, in the
I Do
Isolate and pronounce middle, and at the end of words. Listen as I say kick. When I say kick, I hear
initial, medial vowel,
the sound /k/ at the beginning and the sound /k/ at the end. I hear the /i/
and final sounds
(phonemes) in vowel sound in the middle of kick. Repeat with five.
spoken single-syllable
words. RF.1.2c We Do
Listen as I say a word: rip. Say it with me: rip. What sound do we hear in the
middle of rip? /iii/. What is the vowel sound in rip? /i/.
Isolate phonemes.
Repeat this routine with nine, pig, bike, zip, side, kid.
You Do
It’s your turn. Tell what sound you hear in the middle of words. Use these
words: mile, bit, line, dig, like, hive.
Repeat the isolation routine with additional short and long i words.
TIER
2
OBJECTIVES Explain that they will be categorizing phonemes today. Say: Listen as I say three
I Do
Demonstrate words /rīd /, /rip/, /rīp/. Two words have /ī/ in the middle; one does not. When I say
understanding
ride and ripe, I can hear the /ī/ sound. Rip has the /i/ sound. Rip does not belong.
of spoken words,
syllables, and sounds Listen as I say three words: sip, sit, side. Two have the sound /i/ in the middle.
(phonemes). RF.1.2 We Do
Say them with me: sip and sit. Side does not have /i/. It does not belong.
Categorize phonemes. Repeat this routine with the following examples:
kite, kick, kit lime, line, lip bike, big, bite
You Do
It’s your turn. Which words have the same vowel sound and which word does
not belong?
fizz, fix, five win, wig, wide mix, mine, mile
Repeat the categorization routine with additional short and long i words.
T432 UNIT 1 WEEK 5

WEEK 5
PHONEME BLENDING
OBJECTIVES
I Do
Explain to children that they will be blending sounds to form words. Say:
Demonstrate Listen as I say three sounds: /zzz/ /iii/ /p/. Say the sounds with me: /zzz/ /iii/
understanding /p/. I’m going to blend the sounds: /zzz/ /iii/ /p/, /zzziiip/, zip. The word is zip.
of spoken words,
Repeat with bike.
syllables, and sounds
(phonemes). RF.1.2
We Do
Listen as I say three sounds: /d/ /īīī/ /mmm/. Repeat the sounds: /d/ /īīī/
Blend phonemes to
/mmm/. Let’s blend the sounds: /d/ /īīī/ /mmm/, /dīīīm/, dime. We made one
form words. word: dime.
hid lime wig five kick side dig time
You Do
It’s your turn. I want you to blend the sounds I say to form words.
mile dive lip pick hide kid ride big
Repeat the blending routine with additional words with short and long i.
scaffolding methods as necessary to ensure children understand the meaning
that may not transfer in children’s native languages.

Approaching Level
Phonics
TIER
CO NNE C T i TO / i/ AND i_ e TO / ī/
2
OBJECTIVES
I Do
Display the Word-Building Card i. Say: This is lowercase i. The letter i can
Know and apply grade- stand for the /i/ sound. I am going to trace the letter i while I say /iii/, the sound
level phonics and that letter i can stand for. Trace the letter i while saying /iii/ five times.
decoding words. Say: Now do it with me. Have children trace the lowercase i on the Word-
RF.2.3 We Do
Building Cards with their finger while saying /iii/. Trace the letter i five
Distinguish long and times and say /iii/ with children. Repeat the process with long i spelled i_e.
short vowels when
reading regularly spelled
You Do
Have children connect the letters i_e to the sound /ī/ by tracing a
one-syllable words.
lowercase i with their finger while saying /Ī/ five to ten times. Write the
RF.2.3a
letters i_e as you say /ī/. Have children write i_e while saying /ī/ five to ten
Recognize words with times. Repeat the process with /i/.
short i and long i
Repeat, connecting the letter i to /i/ and the letters i_e to /ī/ through
tracing and writing the letters throughout the week.
Sound/Spellings Fluency Display the following Word-Building Cards
i_e, i, sl, dr, sk, sp, st, a_e, a, e, o, u, c, d, f, g, h, j, k, ck, m, n, p, q, r, w, x. Have
children say each sound. Repeat and vary the pace.
TIER
B LE ND WORDS WITH SHO R T i / i/ , LO NG i / ī/
2
OBJECTIVES Display Word-Building Cards b, i, k, e. This is letter b. It stands for /b/. Let’s say it:
I Do
Distinguish long and /b/. This is letter i. It stands for /ī/ in this word. This is letter k. It stands for /k/. The
short vowels when letter e is silent. I’ll blend these sounds: /bīīīk/, bike. Repeat for short i with lip.
reading regularly
spelled one-syllable Guide children to blend the sounds and read: time, big, pin, pine, hike, fix,
words. We Do
RF.2.3a
win, hid.
You Do
Have children blend and decode: side, five, dig, dive, life, mix, bib, did, zip, nine.
Decode words with
short and long i Repeat, blending additional words with short and long i.
T434 UNIT 1 WEEK 5

WEEK 5
BUILD WORDS WITH SH O R T i / i/ , LO NG i / ī/
OBJECTIVES
I Do
Display Word-Building Cards k, i, d. The letters k, i, and d stand for /k/, /iii/,
Distinguish long and and /d/. I will blend /k/, /iii/, and /d/ together: /kiiid/, kid. The word is kid.
short vowels when
reading regularly
We Do
Using the Word-Building Cards, change the d to t. Let’s blend: /k/ /iii/ /t/,
spelled one-syllable /kiiit/, kit. Add e. Say: I am adding an e to the end of kit to make kite. The e is
words. RF.3.3a
silent. Now the i stands for the /ī/ sound. Let’s blend: /k/ /īīī/ /t/, /kīīīt/, kite.
You Do
Have children build the words: fix, fin, fine; side, hide, hid, lid; bit, bite, kite.
Mike’s
Big Bike
Decodable Reader Introduce the Decodable Reader, Mike’s Big Bike. Point to the
title. Have children sound out each word. Discuss the title and illustrations.
by Elena Matos
First Read Turn to the inside back cover. Have children point to each word,
illustrated by Joe Cepeda
sounding out decodable words and saying the high-frequency words quickly.
BLE ND WORDS WITH SHO R T i / i/ , LO NG i / ī/
OBJECTIVES Display Word-Building Cards d, i, m, e. Say: This is the letter d. It stands for
I Do
Distinguish long and /d/. This is the letter i. It stands for /ī/. This is the letter m. It stands for /m/. This
short vowels when
is the letter e. It is silent. Listen as I blend these sounds: /dīīīm/, dime.
reading regularly
spelled one-syllable Say: Let’s do some together. Blend and read the words it, big, in, ride, time.
words. RF.2.3a We Do
You Do
Have children blend and read the words: twig, will, size, wide, price.
Mike’s
Big Bike

by Elena Matos
illustrated by Joe Cepeda following: Why did Mike want a new bike? What does Mike do to get a new bike?
BLE ND WORDS WITH SHO R T i / i/ , LO NG i / ī/

Have children review the Decodable Reader selection. Identify short and long i words and blend as
needed. Have children reread the selection on their own or with a partner.
PHONICS T435
Approaching Level
Structural Analysis
TIER
REVIEW POSSESSIVES
2
OBJECTIVES Write Mike’s bike. Read the phrase. Say: I see the word Mike. I see an
I Do
Demonstrate command apostrophe and an -s. This tells me that Mike owns or has something. Mike
of the conventions
has a bike. Mike’s is a possessive noun
of standard English
capitalization, Write the cat’s bed. With children, read the phrase. Have children identify
punctuation, and We Do
the possessive noun. Circle the apostrophe and the -s. Say: Remember a
L.2.2 possessive noun ends with an apostrophe and an -s. It shows ownership. The
Use an apostrophe to
bed belongs to the cat.
Have partners work together to form and read possessive nouns for these
frequently occurring You Do
possessives. L.2.2c phrases: the (dad) cake; my (mom) job; (Sam) toy.
Identify and read

Repeat Have children use names of people and animals in their family to
possessive nouns. write possessive phrases.
TIER
R E T E AC H P O S S E S S I V E S
2
OBJECTIVES Write pig. Say: Pig is a noun. It names a thing. Add apostrophe s to pig and
I Do
Demonstrate command say: The word pig’s is a possessive noun. It shows ownership. Write and read
of the conventions the pig’s pen. Say: The pen belongs to the pig.
of standard English
capitalization, Write dog. Say: The word is dog. Add apostrophe s to dog and read it. Say:
punctuation, and We Do
Let’s write a phrase to show what the dog has. We can write the dog’s bone to
L.2.2 show the dog has a bone: the dog’s bone.
Use an apostrophe to Repeat this routine with the following nouns: boy, cat, dad.
frequently occurring Say: Now it’s your turn. Make each noun into a possessive. With a partner,
possessives. L.2.2c You Do
write a phrase to show what the person, place, or thing owns. Use these
Identify and read
nouns: girl, kid, mom, frog.
possessive nouns.
Repeat Have children form other possessive nouns.
T436 UNIT 1 WEEK 5

WEEK 5
Vocabulary
OBJECTIVES
I Do
fluency to support
Ask children to state the word and spell the word with you. Model using
RF.2.4 the word in a sentence, and have children repeat after you.

and writing. For example, provide sentence starters, such as: You should
try to eat all of your . Ask children to write each word in their Writer’s
Notebook.
OBJECTIVES Display each Visual Vocabulary Card, and state the word. Explain how the
I Do
acquired through
the word.
and being read to, Point to the word on the card, and read the word with children. Ask them
that makes me happy). match the definitions and context sentences of the words to the visuals
L.2.6 displayed. Then ask children to complete Approaching Level Practice Book
page 41.

Approaching Level
Comprehension
TIER
2
OBJECTIVES Read the first paragraph of the Practice Book selection. Model using
I Do
Read with sufficient appropriate phrasing. For example, pause after reading the complete
accuracy and subject.
fluency to support
comprehension. Read the next paragraph, and have children repeat each sentence after
RF.2.4 We Do
you. Point out how you paused after reading a meaningful chunk of text.
Read on-level text
with purpose and
You Do
understanding. proper phrasing and to pause for punctuation.
RF.2.4a
Read on-level text
appropriate rate,
and expression on
RF.2.4b
TIER
I D E N T I F Y K E Y D E TA I L S
2
OBJECTIVES Remind children that they have been reading expository texts. Tell
I Do
Identify the main topic them that, when they read an expository text, they should identify what
of a multiparagraph the passage is mostly about. When we read expository text, we look for
text as well as the focus
of specific paragraphs
important information in the words, photos, and captions.
within the text.
RI.2.2 We Do
Read the first paragraph of the Practice Book selection on page 43 aloud.
Pause to point out what the selection is mostly about. Say: We read that
Ask and answer such
family members may start a business. They all help to make it work. Family
where, when, why, and members work together for a family business. This is a key detail.
how to demonstrate
understanding of key You Do
details in a text. RI.2.1 paragraph, prompt them to look for key details that tell what the selection
is mostly about.
T438 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES
I Do
Remind children key details are important pieces of information in a
Identify the main topic text. Key details may be in the text or in text features, such as photos and
of a multiparagraph captions. In expository text, the key details tell facts.
text as well as the focus
We Do
Read the second and third paragraphs on page 43 of the Practice Book
within the text. selection together. Pause to point to key details. Say: We read that two
RI.2.2
families started a coffee business. They used horses and wagons to deliver the
Ask and answer such coffee. Later they bought their first truck. These are all key details.
where, when, why, and After reading page 44, ask: What are the key details in these paragraphs?
how to demonstrate You Do
Record the key details on the Key Details chart. Continue having children
details in a text. RI.2.1 add key details. Then have them name the topic.

Read with sufficient Have children pick an expository selection that they have read for
accuracy and
fluency to support
comprehension. ‡ they should look for the key details in the text and text features.
RF.2.4
Read on-level text
‡ identify how the key details are related.
with purpose and ‡ as they read, they can ask themselves questions and then look for the
understanding. answers in the words and illustrations.
RF.2.4a

skill to reread text.
‡ tell what the selection was mostly about.
‡ share the questions they asked themselves and how they found the
answers.
COMPREHENSION T439
On Level
Informational
Text
Leveled Reader:
Families at Work Go
Digital
Before Reading
Informational
Preview and Predict

Text
by Ann Weil
PAIRED
Have children turn to the title page. Read the title and author name,
P
PD PAIRED
READ
by Ann Weil
A Family Sawmill
Leveled Reader and have children repeat. Preview the selection’s images. Prompt
Leveled
OBJECTIVES Review Genre: Expository

Ask and answer Have children recall that expository text gives facts and information Detail Detail Detail
such questions as
who, what, where, about a topic. It may include text features, such as photos, captions,
when, why, and how and charts.
details in a text. Remind children of the Essential Question: What happens when families
RI.2.1 work together? Set a purpose for reading: Let’s read to find out about
Identify the main topic work families do.
of a multiparagraph Remind children that as they read a selection, they can ask questions
text as well as the
focus of specific about what they do not understand or want to know more about.
Retelling
paragraphs within Cards
the text. RI.2.2
During Reading
MATERIALS
Leveled Reader As children whisper read Families at Work, monitor and provide
Families at Work guidance, correcting blending and modeling key strategies and skills.

Remind children that they can ask themselves questions and look for
the answers in the text. This can help them understand what they read.
Model using the strategy on page 4. Say: How do parents help children
with their jobs? I look for the answer. The text tells me that parents help
their kids find jobs. They also drive them to their jobs.
Skill: Key Details

Remind children that key details give important information about
the topic. After reading, ask: What are the selection’s important, or key,
details? Display a Key Details chart for children to copy.
T440 UNIT 1 WEEK 5

WEEK 5
Model recording answers for children. Have children fill in their charts.
Think Aloud As I read, I will look for key details in the text, photos, Literature
and captions. I read a key detail on page 2. Kids do chores at home. I’ll Circles
keep reading to find more information about families at work. Lead children in conducting
Guide children to add additional details to the Key Details chart. a literature circle using the
After Reading to discuss what children have
learned about families working
Respond to Reading
together from both selections
Have children complete Respond to Reading on page 16 after reading. in the leveled reader.
Retell
as a guide. Help children make a personal connection by asking: Think
about the work different people in your family do. What work do you do? Level
Up
Informational
Text
Model Fluency
out how you read in meaningful chunks, such as reading the subject,
Informational
Text
pausing, then reading the predicate.

by Ann Weil
Apply Have children practice repeated readings with partners. PAIRED

READ
ED
A Family Sawm
Sawmill
by Ann Weil
Inform
In
nformationa
ation
tional
all
T
Te
Text
PAIRED
A Family Sawmill
Genre Informational Text READ
Compare Texts
Find out how a family in New
Hampshire works together.
PA I R E D R E A D … A Family Sawmill IF Children can read Families at Work

On Level with fluency and correctly
In 1975, George and Betty Woodell
“A Family Sawmill”
started a sawmill. That is a business

that sells wood. Other sawmills’
names ended with “and sons.” But
the Woodells had two daughters. So
they called it Woodell and Daughters.
questions,
by Ann Weil
After George Woodell passed away,
Betty married George Whipple. He PAIRE
P AIRED
REEAD
REA
R A Family Sawm THEN Tell children that they will read a
Make Connections began working at the sawmill too.
16
ill
more detailed version of the selection.

Before reading, ask children to note that Leveled Reader
the genre of this text is also expository.
• Use pages 2–4 of Families at Work
Beyond Level to model using the
Then discuss the Compare Texts statement. After reading, ask children
graphic organizer to identify the key
to make connections between the information they learned from
details.
“A Family Sawmill” and Families at Work.
F
C
on page 20.
ON LEVEL T441
On Level
Phonics
BUILD WORDS WITH S HOR T i / i/ , LO NG i / ī/
OBJECTIVES Display Word-Building Cards r, i, p. Say: This is letter r. It stands for /rrr/. This is
I Do
Know and apply grade- letter i. It stands for /iii/. Listen as I blend these two sounds: /rrriii/. This is letter p.
level phonics and It stands for /p/. I’ll blend these three sounds: /rrriiip/, rip. The word is rip.
decoding words. Say: Now, let’s do one together. Make the word rip using Word-Building Cards.
RF.2.3 We Do
Place the letter e at the end of rip. This will change the vowel sound in the
Distinguish long and word. Let’s blend: /rrr/ /īīī/ /p/, /rrrīīīp/, ripe. The new word is ripe. Change
short vowels when
reading regularly
the letter p to d. I am going to change the letter p in ripe to the letter d. Let’s
spelled one-syllable blend and read the new word: /rrr/ /īīī/ /d/, /rrrīīīd/, ride. The new word is ride.
words. RF.2.3a
You Do
Have children build and blend the words: pine, pin, fin, fine; slid, slide, slime.
• Build and decode
words with short and
Repeat with additional words with short and long i.
long i.
Read for Fluency Have children read the Decodable Reader, Mike’s Big
Bike. Work with them to read with appropriate phrasing. Model as needed.
Vocabulary
REVIEW WORDS
I Do
acquired through
We Do
and being read to, vocabulary words using their Response Boards. Ask sample questions to
and responding to
You Do
other kids are happy on their own for the remaining vocabulary words. Then have children
that makes me happy). write sentences about this week’s selections. Each sentence must contain
L.2.6 at least one vocabulary word.
T442 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES
I Do
Remind children that key details are important facts in expository texts.
Ask and answer such Say: When we read expository texts, we look for the key details in the words,
questions as who, what, photographs, and captions. When we identify key details, we can find out
about the text’s main topic.
how to demonstrate
understanding of key Read the first few paragraphs of the Practice Book selection aloud. As you
details in a text. RI.2.1 We Do
read, pause to identify key details and what they tell us about the main
Identify the main topic topic. Say: We read that families can start a business. Family members pitch
of a multiparagraph
text as well as the in to get the work done. One family started a business in 1916. These details
focus of specific together tell me that the topic is a family business.
paragraphs within the
text. RI.2.2 You Do
them to look for the important details as they read. Then have children tell
Identify key details in the main topic.
expository text.
OBJECTIVES
Read with sufficient Read Independently
accuracy and Have children pick an expository selection that they have read for
fluency to support
comprehension. sustained silent reading. Remind them to:
RF.2.4
‡ identify the key details and the main topic.
Read on-level text
with purpose and
‡ ask themselves questions and then look for the answers in the words
understanding. and text features.
RF.2.4a

Read Purposefully
skill to reread text. Have children record the important details on a Key Details chart. After
reading, guide partners to:
‡ share what they recorded on their Key Details chart.
‡ tell what the selection was mostly about.
‡ share the questions they asked themselves and how they found the
answers.
Beyond Level
Informational
Text
Leveled Reader:
Families at Work Go
Digital
Before Reading
Informational
Preview and Predict

Text
by Ann Weil
PAIRED
P
PD PAIRED
READ
by Ann Weil
A Family Sawmill
Leveled Reader
and the images. Ask: What do you think this book will be about?
Leveled
Readers
Review Genre: Expository
OBJECTIVES Have children recall that expository text gives facts and information
Ask and answer about a topic. Prompt children to name key characteristics of Detail Detail Detail
such questions as
who, what, where,
expository. Tell them to look for these as they read the leveled reader.
Remind children of the Essential Question: What happens when families Organizer
understanding of
work together? Have children set a purpose for reading by saying: What
RI.2.1 do you want to find out about work that families do?
Identify the main topic
of a multiparagraph
text as well as the
During Reading
focus of specific Guided Comprehension
paragraphs within
the text. RI.2.2 Have children whisper read Families at Work. Have them place self-stick
notes next to difficult words. Remind children that, when they come to
an unfamiliar word, they can look for familiar spellings. They will need
MATERIALS
to break longer words into smaller chunks and sound out each part.
Leveled Reader
Families at Work Monitor children’s reading. Stop periodically and ask open-ended
questions to facilitate rich discussion, such as: What is the most
important detail the author wants us to know about chores? Build on
children’s responses to develop deeper understanding of the text.

Remind children that asking and answering questions about a
selection can help them understand and clarify information they read.
Say: As you read, ask yourself questions about the selection. This can help
you better understand it. Look for the answers to your questions in the text,
photographs, and captions.
T444 UNIT 1 WEEK 5

WEEK 5
Skill: Key Details

Remind children that key details give important information about the Literature
topic. After reading, ask: What key details tell about the work families do? Circles
Display a Key Details chart for children to copy. Lead children in conducting
Model how to record the information. Have children fill in their charts. a literature circle using the
Think Aloud As I read, I’ll look for the key details. They are the facts
that help me understand the topic. On page 2, I read that some kids do to discuss what children have
work outside the home. I’ll add that to my Key Details chart. learned about families working
together from both selections
After Reading
Respond to Reading
Have children complete Respond to Reading on page 16 after reading.
Retell
Have children take turns telling what they learned from the selection.
Help children make a personal connection by writing about using
money. Say: Write about work you do. How does it help your family?
Inform
In
nformationa
ation
ional
all
T
Te
Text
Compare Texts
Read to find out how a family in New Hampshire
Gifted and Talented

works together at a sawmill.
PA I R E D R E A D … A Family Sawmill
T a
in d
n
a r
e
h th
o
m
“A Family Sawmill”
at their sawmill in New Hampshire.
children to learn about a job they

In 1975, George and Betty Woodell started a

sawmill in New Hampshire. Sawmills cut wood
into planks and boards for customers. Other
sawmills had names that ended with “and
sons.” George and Betty had two daughters,
so they called the sawmill Woodell and
by Ann Weil would like to have, either now
Daughters. After George Woodell passed away,
Make Connections Betty remarried a man named George Whipple.

He began working at the sawmill too.
16
PAIRE
P
R
AIRED
REA
EADD A Family Sawm
ill or in the future. Children should
make a poster featuring the job
Before reading “A Family Sawmill,” have Leveled Reader requirements and responsibilities.
children preview the title page, and
prompt them to identify the genre. Then discuss the Compare Texts EXTEND Have children gather
statement. After reading, have children work with a partner to discuss facts from the library and online
the information they learned from “A Family Sawmill” and Families at resources.
Work. Ask children to make connections by comparing and contrasting
the way the families work in each selection. Prompt children to discuss
what they learned about working together with your family.

F
C
on page 20.
BEYOND LEVEL T445

Beyond Level
Vocabulary
OBJECTIVES Use the Visual Vocabulary Cards to review the meaning of the words cost
Model
Use words and phrases and jobs. Write sentences on the board related to this week’s readings
acquired through using the words.
and being read to, Write the words sales, emergency, and business on the board, and discuss
and responding to
the meanings with children. Then help children write sentences using
adjectives and adverbs these words.
other kids are happy Apply
Have children work in pairs to discuss the meanings of the words schedule
that makes me happy). and customers. Have children design crossword puzzles with clues for the
L.2.6 domain-specific words. Children can trade puzzles with a partner.
OBJECTIVES
Model
Read aloud the first paragraph of the Comprehension and Fluency
Determine or clarify the passage on Beyond Level Practice Book pages 43–44.
meaning of unknown
and multiple-meaning Think Aloud I see the word passed. I can separate the root word
words and phrases pass, which means “to transfer or give to a person or group,” from the
based on grade 2
inflectional ending -ed, which means something happened in the past. I
choosing flexibly from think passed means “gave to someone else.”
an array of strategies. With children, read the second paragraph. Help them figure out the
L.2.4
meaning of wagons.
Use a known root word
as a clue to the meaning
Apply
Have pairs of children read the rest of the passage. Ask them to use their
of an unknown word understanding of root words and inflectional endings to determine the
with the same root (e.g., meaning of the following words: families, members, and started.
addition, additional ).
L.2.4c Synthesize Have children review the Essential Question with a partner.
Gifted and
Talented
Have each pair write Families Do Work in the middle of a page. Ask them
Use knowledge of
inflectional endings to use pictures and words, including vocabulary words, to make a visual
to determine the showing ways families work.
meaning of a word.
T446 UNIT 1 WEEK 5

WEEK 5
Comprehension
OBJECTIVES Model
Remind children that key details are the most important pieces of
Identify the main topic information in a text. In an expository text, the key details are the
of a multiparagraph important facts. Key details are found in the text and the text features.
text as well as the focus Explain that we can use the key details to learn about the main idea.
within the text. Have children read the first page of the Comprehension and Fluency
RI.2.2
passage of Beyond Level Practice Book pages 43–44. Ask open-ended
Ask and answer such questions to facilitate discussion, such as What key detail do you read in the
second paragraph? What key details are in the chart on page 44? Children
how to demonstrate should support their responses with examples from the text.
details in a text. RI.2.1 Apply
Have children identify key details as they independently fill in a Key Details
chart. Then have partners use their charts to identify the main topic.

Read with sufficient Have children choose an expository selection for sustained silent reading.
accuracy and
fluency to support ‡ As children read, have them fill in a Key Details chart.
comprehension.
RF.2.4 ‡ Remind them to ask themselves questions and then look for the
Read on-level text
answers in the words and text features.
with purpose and
understanding. Read Purposefully
RF.2.4a
Reread difficult books in order to learn about a variety of subjects.
sections in a
text to increase ‡ Children can write summaries of the books in their journals.
understanding. ‡ Ask children to share their reactions to the books with classmates.
Talented
to the weekly theme of how families work together. Have partners compare
the different jobs of the people in their families. How do all the jobs work
together to give the family what they need and some of what they want?
Shared Read
Families Work! Go
Digital
Before Reading
Build Backgrounds
P
PD
Masterfile
Read the Essential Question: What happens when families work
Essential Question
work together?
86
086-089_CR14_SI2_U1W5_TFK_MR_118866.indd 86 3/8/12 8:58 AM
together?
Families Work!
Reading/Writing ‡ Explain the Essential Question: Think about who is in your family.
Workshop
There are things your family needs, such as food. There are things your
family wants, too, such as a new television. Families work, or do jobs, to
OBJECTIVES earn money. They use the money to buy things they want and need. Detail Detail Detail
Ask and answer ‡ Model an answer: People in families do work. Parents may have jobs
such questions as
who, what, where, at home or away from home. Children in families do jobs at home, such
Graphic
when, why, and how as set the table or make their beds. Families may shop for groceries Organizer
to demonstrate together. They may decide which foods to spend their money on.
understanding of
‡ Ask children a question that ties the Essential Question to their own
RI.2.1 background knowledge: Turn to a partner, and talk about how people
Identify the in your family work. Call on several pairs. Encourage them to use
main topic of a sentences in responses.
multiparagraph text
specific paragraphs During Reading
within the text.
RI.2.2 Interactive Question Response
‡ Ask questions that help children understand the meaning of the text
ACADEMIC after each paragraph.
LANGUAGE ‡ Reinforce the meanings of key vocabulary providing meanings
questions, details embedded in the questions.
‡ Ask children questions that require them to use key vocabulary.
T448 UNIT 1 WEEK 5

WEEK 5
Families Work! Page 88
Page 86 Say: Ellen and Steve have two children, Hanna

and Zac. The children have jobs, too. Let’s read the
Point to each word as you read the title. Ask: sentences that tell what chores the family does:
What is the title? (Families Work!) Point out Mom and Hanna do the dusting and mopping.
the exclamation mark. Reread the title with Dad and her brother, Zac, do the laundry. They
enthusiasm. Ask: What kind of work do you think wash, dry, and fold the clothes. Let’s act out these
families do? Point to the photo of the pediatrician. chores. Show me what it looks like to dust. Repeat
Explain: This is a pediatrician. She is a children’s with the other chores.
doctor. What is the pediatrician doing? (measuring Explain and Model the Strategy Say: I’ll ask
how tall the girl is) A doctor is a job some people myself questions about what I read. What choice did
have. Tell a partner about a time when you went to the family have to make? I reread the text to make
a doctor. sure I understand. Zac wanted a new laptop and the
family needed a new washing machine. They cost
Page 87 the same amount of money, but they could only buy
one. Which did they choose? (washing machine)
Say: On this page, we learn about the jobs of two
people in one family. They are the Yung family. Ask: What does Hannah do at home to help?
Point to the photo of Ellen Yung. What is Ellen’s job? (sets the table and helps wash dishes)
(doctor, pediatrician) Point to the photo of Steve
Yung. What is Steve’s job? (firefighter) Pages 89
Let’s read the caption: When a fire alarm sounds,
Steve suits up quickly. When there is a fire, an Say: What is the title of the chart? Read it with
alarm goes off in the fire station. Steve and the other me: What Are Some Needs and Wants? Read the
firefighters put on their special firefighter suits that chart with children. Talk with your partner. What
keep them safe in a fire. What does “suit up” mean? is another want you could add to the list? (Possible
(he puts on the fire suit) responses: bike, cell phone)
Explain and Model Phonics Read the next-to- Ask: What has the family decided to do
last sentence in the first paragraph. Say: Listen about the laptop? (They will save money to buy the
carefully. Raise your hand when you hear a word laptop for Zac.)
that has the /i/ sound. (sick) Listen as I read the
same sentence. Raise your hand when you hear a
word that has the /ī/ sound. (time) Now let’s practice After Reading
saying the words together: sick, time. Make Connections
What is one thing Steve does as a firefigher?
Turn and tell your partner. (Possible response: He
makes sure the tools work)


Informational
Text
Leveled Reader:
Families at Work Go
Digital
Before Reading
Informational
Preview
Text
by Ann Weil
PAIRED
Read the title. Ask: What is the title? Say it again. Repeat with the
P
PD PAIRED
READ
by Ann Weil
A Family Sawmill
Leveled Reader
author’s name. Preview the selection’s images. Have children describe
Leveled
the images. Use simple language to tell about each page. Follow with Readers
questions, such as: What can kids do to help at home?
OBJECTIVES
ESSENTIAL QUESTION
Ask and answer
Remind children of the Essential Question. Say: Let’s read to find out Detail Detail Detail
such questions as
who, what, where, what happens when families work together. Encourage children to seek
when, why, and how clarification when they encounter a confusing word or phrase.
Organizer
understanding of
key details in a text. During Reading
RI.2.1
Identify the
main topic of a Pages 2–3 Point to the photo on page 2. Ask: What are the children
multiparagraph text doing? (cleaning) They are helping at home. When you are older, you can
get a job like this teenager. She is paid to bring newspapers to people. Retelling
specific paragraphs Cards
within the text. Pages 4–5 Point to the photo on page 4. Say: This child cannot drive
RI.2.2 yet. A parent helps get the child to the job. Tell your partner about a job
you would like to have when you are a teenager. Say: Let’s read the chapter
MATERIALS title: A Lemonade Stand. Look at the photo on page 5. This is a lemonade
Leveled Reader stand. Lemonade is a drink with lemons and water. What is a lemonade
Families at Work stand? (a place that sells lemonade)
Pages 6–7 Say: Before you have a lemonade stand, there are things you
have to do. Let’s reread to find out what steps to take.
Pages 8–9 Point to the photo on page 8 and ask: What is the family
doing together? (baking) Let’s read the title of Chapter 3: Helping Other
Families. Look at the photo on page 9. How is the child helping her
neighbor? (feeding the cat while the neighbor is away)
Pages 10–11 Ask: How can you help if you have a little brother, sister, or
cousin? (play with them) This is an important, or key, idea.
Pages 12–13 Ask: What does it mean to babysit? (take care of a child)
Pages 14–15 Say: Let’s look at the diagram. It compares and contrasts
taking care of babies and pets. How are the jobs alike?
T450 UNIT 1 WEEK 5
WEEK 5
After Reading
Literature
Respond to Reading
Circles
Revisit the Essential Question. Ask children to work with partners to
Lead children in conducting
answer the Respond to Reading questions. Pair children with peers of
varying language abilities. Thinkmark questions to guide
Retell to discuss what children have
Model retelling using the Retelling Card prompts. Then guide children learned about families working
to retell the selection to a partner. together from both selections
Fluency: Phrasing
Read the sentences in the book, one at a time. Help children echo-
read the pages with appropriate phrasing. Point out how you read in
meaningful chunks, such as reading the subject, pausing, then reading
the predicate. Level
Up
Informational
Text
Apply
Have children practice reading with a partner. Pair children with peers Informational
Text
of varying language abilities.

by Ann Weil
PAIRED
D
A Family Sawm
Sawmill
READ
Inform
In
nformationa
ation
ional
all
T
Te
Text
Compare Texts
Read to find out how a family works
together at a sawmill.
by Ann Weil
PAIRED
A Family Sawmill
A Family Sawmill
READ
IF Children can read Families at Work
Tina and Betty run Woodell

and Daughters sawmill.
ELL Level with fluency and correctly

“A Family Sawmill” George and Betty Woodell started
a sawmill in 1975. They called it
Woodell and Daughters because they PAIRE
PAIRED
by Ann Weil

had two daughters.
REEAD
REA
R A Family Sawm
ill
17
questions,
Make Connections
Leveled Reader THEN Tell children that they will read a
Before reading, tell children that this text
more-detailed version of the selection.
is also expository. Then discuss the Compare Texts statement. After
reading, ask children to make connections between “A Family Sawmill” • Use pages 2–4 of Families at
and Families at Work. Prompt children by providing sentence frames, Work On Level to model using the
such as The Woodells work together to ____. Families work at home graphic organizer to identify key
together to ____. details.
F
C
on page 20.


Vocabulary
OBJECTIVES Preteach vocabulary from “Families Work,” following the Vocabulary

I Do
Determine the Routine found on the Visual Vocabulary Cards for words check, choose,
meaning of words chores, cost, customers, jobs, spend, and tools.
relevant to a grade 2 After completing the Vocabulary Routine for each word, point to the
topic or subject area. We Do
RI.2.4
word on the Visual Vocabulary Card, and read the word with children. Ask
children to repeat the word.
Identify real-life
connections between Have children work with a partner to use two or more words in sentences
words and their use You Do
or questions. Then have each pair read the sentences aloud.
that are spicy or juicy). Beginning Intermediate Advanced
L.2.5a
Help children write the Ask children to write Challenge children to
sentences correctly and one sentence and one write one sentence and
read them aloud. question. one question for each.
REVIEW VOCABULARY
OBJECTIVES Review the previous week’s vocabulary words over a few days. Read each
I Do
Determine the aloud pointing to the word on the Visual Vocabulary Card. Have children
meaning of words
repeat after you. Then follow the Vocabulary Routine on the back of each.
relevant to a grade 2 Show children one of the vocabulary words. Have children read the word.
topic or subject area. We Do
RI.2.4
Then have them either give the definition or use the word in a sentence.
Identify real-life
You Do
Have partners take turns playing the game. One child shows the word
connections between card. The partner says the meaning. Children then switch roles.
words and their use
(e.g., describe foods Beginning Intermediate Advanced
that are spicy or juicy).
Prompt children in stating Help children provide a Have children provide
L.2.5a
the definition. Provide definition in their own both a definition and an
sentence frames for words. example sentence.
example sentences.
T452 UNIT 1 WEEK 5

WEEK 5
OBJECTIVES
I Do
Read the first paragraph on page 87 of “Families Work!” while children
Determine or follow along. Summarize the paragraph. Point to the word helped. Explain
clarify the meaning that you can separate a root word from its ending to understand the
of unknown and
meaning of a word. Explain that -ed added to a verb shows that the action
multiple-meaning
words and phrases happened in the past. Tell children they can use the meaning of the root
based on grade 2 word and the ending together to determine the word’s meaning.
choosing flexibly from Think Aloud I’m not sure what helped means. I will separate the root
an array of strategies. word from its ending. Help means to do things for others. The -ed means it
L.2.4 already happened. Helped means Dr. Yung already cared for them.
Use a known root Together, write a definition of the word dusting by using the meaning of
word as a clue to We Do
the meaning of an
the root word and the inflectional ending -ing.
unknown word with
the same root (e.g., You Do
Have partners write a definition for decided on page 89 by using the root
addition, additional ). word and inflected ending.
L.2.4c
Help children locate the Ask children to locate the Have children explain
LANGUAGE word and the paragraph word on the page. Lead how they determined the
OBJECTIVE clues. them to say what the root meaning. Ask them to find
Use inflectional word and ending means. other words with -s, -es,
endings. -ing, and -ed.
OBJECTIVES
I Do
Use academic language and additional vocabulary from “Families Work!”:
Identify real-life cost, jobs; and Families at Work: neighbors, deliver. Define each word for
connections between children: To deliver means to take something someplace.
words and their use
We Do
Model using the words for children in a sentence: The mailman takes a long
that are spicy or juicy). time to deliver all the mail. Then provide sentence frames and complete
L.2.5a
them with children: can deliver .
You Do
Have partners take turns selecting a vocabulary word. The other partner
asks “yes/no” questions to help him or her guess the selected word.
Guide children in asking Have children tell you their Have partners ask and
“yes/no” questions. questions. If necessary, answer other types of
help revise to be “yes/no." questions.
VOCABULARY T453

Writing/Spelling
W R I T I N G T R A I T: S E N T E N C E F LU E N C Y
OBJECTIVES Explain that writers use different kinds of sentences. They might use
I Do
Demonstrate command statements, questions, exclamations, and commands to make their writing
of the conventions interesting. Tamara was a little girl with big ideas. What could she do to help?
of standard English
grammar and usage Have children identify the sentence types.
when writing or
speaking. L.2.1 We Do
Read the second paragraph on page 88 of Families Work! Point out the
interrogative sentence. Guide children to tell how this sentence adds
rearrange complete and
interest to the text.
compound sentences
You Do
Have partners write two sentences about families working together. Lead
(e.g., The boy watched
the movie; The little boy them to vary the sentence types.
watched the movie; Beginning Intermediate Advanced
watched by the little boy). Help children write Ask children to describe Ask children to describe
L.2.1f sentences by providing how family members can how families can work
sentence frames for them work together. Repeat together. Elicit details.
to copy and complete. their responses. Supply What jobs can different
sentence frames. families do?
WO RD S WITH SHORT i A ND LO NG i
OBJECTIVES Read aloud the Spelling Words on T382. Segment the word did into sounds
I Do
Decode regularly and attach a spelling to each sound. Point out the sound /i/. Read aloud,
spelled two-syllable
segment, and spell the remaining words, and have children repeat.
words with long vowels.
RF.2.3c
We Do
Recognize and read Read the word with the sound /i/ and ask children to repeat. Have them
grade-appropriate
write the word. Repeat the process for each /i/ and /ī/ word and sentence.
irregularly spelled
words. RF.2.3f Display the words. Have partners check and correct their spelling lists.
You Do
the words with correct corrected their words, think of other words with
spelling and say the word. have pairs quiz each other. short i and long i.
T454 UNIT 1 WEEK 5

WEEK 5
Grammar
E X PA N D I N G A N D CO M B I N I N G S E N T E N C E S
OBJECTIVES
I Do
Review that, when you expand a sentence, you add more details. Explain
Produce, expand, and that when you combine sentences, you join two sentences to make
rearrange complete and one sentence. Point out that sentences can be combined by joining the
compound sentences
(e.g., The boy watched
subjects with the word and. Write the following sentences. Have partners
the movie; The little boy expand the first sentence sample and combine the second sentence
watched the movie; sample.
watched by the little boy). Chris cleaned his room. (My pal Chris cleaned his large, colorful room.)
L.2.1f
Yeun cleaned. Li cleaned. (Yeun and Li cleaned)
Demonstrate
command of the Write the sentences on the board. Together, expand the first two sentence
conventions of We Do
standard English
samples and combine the nouns in the last two sentence samples.
capitalization,
Greg walked his dog. (My friend Greg walked his big, yellow dog.)
punctuation, and
spelling when writing. Dad washed his car. (My Dad washed his new red car.)
L.2.2
Bev cleaned the garage. Steve cleaned the garage. (Bev and Steve cleaned
LANGUAGE the garage.)
OBJECTIVE
Jody cleaned the rug. Jody cleaned the attic. (Jody cleaned the rug and the
Use articles and this,
that, these, those.
attic.)
You Do
Write the following sentence frames on the board.
Grades K-6
Mom makes a . (Mom makes a shopping list to help her.)

Language and do the . does the and .
Transfers
Handbook
Pair children and have them expand the first sentence frame by providing
details from this week’s readings. Have them combine the second two
sentences. Circulate, listen in, and take note of each child’s language use
ELL Language and proficiency.
Transfers
Expanding and Combining
Sentences There is no verb Review photos in “Families Ask children to describe Ask children to look at the
agreement in Khmer and Hmong. Work!” and Families at the same photographs photographs and describe
This may make it more difficult Work. Ask: What chores and then identify the what is happening.
for Khmer- and Hmong-speaking does this family have? persons and chores. Encourage them to write
children to use present tense Model a response by Encourage children expanded and combined
verbs correctly when combining providing a sentence to combine and write sentences.
subjects. Model correct usage and frame, such as: The kids complete sentences.
have children repeat. and . Guide
children to combine
sentences.
PROGRESS MONITORING
Weekly Assessment
TESTED SKILLS

Key Details RI.2.1 Inflectional Endings L.1.4c Writing About Text RI.2.1
Grade 2
Assessment Includes
Weekly
State Standards
Grades 1-6
Assessment
following schedule:
State Standards
T456 UNIT 1
WEEK 5
TESTED SKILLS
T If … Then …
Children answer 0–6 … assign Lessons 10–12 on Key Details from
correctly … PDFs.
Children answer 0–6 … assign Lessons 103–104 on Inflectional

VOCABULARY multiple-choice items Endings from Tier 2 Vocabulary Intervention
correctly … online PDFs.


TIER TIER
intervention.

WEEKLY OVERVIEW
The Big Idea: How do families and friends learn, grow, and help one another?
REVIEW AND EXTEND

Reader’s Theaterr
Room for More
Genre Play
Fluency Accuracy, Rate, and
Prosody
Reading Digitally
“Super Skiers”
Comprehension Close Reading
Study Skills Skim, Scan, and Take Notes
es
Research Hyperlinks; Pop-ups Go Digital!
Level Up Accelerating Progress

From From From From
APPROACHING ON LEVEL ENGLISH BEYOND LEVEL
To ON LEVEL To BEYOND LEVEL LANGUAGE LEARNERS To SELFSELECTED
To ON LEVEL TRADE BOOK
Advanced
Level
Trade
Tra Book
Tr
On Level
On Level Beyond
ELL
Approaching On Level Beyond
T458 UNIT 1 WEEK 6

WEEK 6
ASSESS
Presentations
Research and Inquiry
Project Presentations
Project Rubric
Writing
Narrative Writing Presentations
Writing Rubric
Unit Assessments
Grade 2 Grades 1-6
Unit Fluency
Assessing the Common Core Assessing the Common Core

State Standards State Standards
UNIT 1 TEST FLUENCY
Evaluate Student Progress

Use the McGraw-Hill Reading Wonder eAssessment reports to
evaluate children’s progress and help you make decisions about PD
small group instruction and assignments.
‡ Student and Class Assessment Report
‡ Student and Class Standards Proficiency Report
‡ Student Profile Summary Report

DAY 1 DAY 2
READING
READING
“Room
“R
R for More” Reader’s Theater, T462 Reader’s Theater, T462
“Room for More” “Room for More”
Whole Group
Assign Roles Model Fluency: Accuracy, Rate, and

Model Fluency: Accuracy, Rate, and Prosody
Prosody
Research and Inquiry, T466–T469
Recalling Information from
“Super Skiers”
s”” Experiences
Group Project Research and Inquiry Projects
DIFFERENTIATED INSTRUCTION Level up to Accelerate

Level Up to On Level Level Up to On Level
People Helping Whales, T472 People Helping Whales, T472
Approaching
Level
Level Up to Beyond Level Level Up to Beyond Level

On Level
Small Group
Level Up to Self Selected Level Up to Self-Selected

Beyond Trade Book, T475 Trade Book, T475
Level
Level Up to On Level Level Up to On Level

English
Language
Learners
Writinsgs LANGUAGE
LANGUAGE ARTS
ARTS
Proce
Narrative Writing Narrative Writing

Whole Group
Prepare to Present Your Writing, T470 Discuss Peer Feedback, T470

Writing
T460 UNIT 1 WEEK 6

WEEK 6
DAY 3 DAY 4 DAY 5
Reading Digitally, T464 Reading Digitally, T464 Research and Inquiry, T468–T469
“Super Skiers” “Super Skiers” Presentation
Close Reading Write About Reading Unit Assessment, T476–T477
Reader’s Theater, T462
Performance
Research and Inquiry Projects Research and Inquiry Projects
Level Up to On Level Level Up to On Level Level Up to On Level

People Helping Whales, T472 “Working with Animals,” T472 Literature Circle, T472
Level Up to Beyond Level Level Up to Beyond Level Level Up to Beyond Level

Level Up to Self Selected Level Up to Self Selected Level Up to Self Selected

Trade Book, T475 Trade Book, T475 Trade Book, T475
Level Up to On Level Level Up to On Level Level Up to On Level

Narrative Writing Narrative Writing Narrative Writing

Rehearse Your Presentation, T470 Present Your Writing, T471 Portfolio Choice, T471
Evaluate Your Presentation, T471

Reader’s Theater
Room for More
Introduce Assign Roles
Explain that Room for More is a rhyming Depending on the number of children,
by Anne M. Miranda play where one family’s relatives come you may wish to split the class into two
CAST:
Narrator
to visit. The relatives keep coming and groups. If you need additional roles, you
Mom
Gramps Pierre
Grandma Claire
Dad
coming! Distribute scripts and the from can assign the Narrator’s part to more
© Macmillan/McGraw-Hill
Molly
Auntie Jane
Uncle Lee
the Online Teacher’s Resource PDF than one child.
Buster
Bill
Blair
Online, 4-10 and the Elements of
Bobbie Dee
Bo
Puddin’head
u
Cousin Sue
Co
Drama handout 2-3. Practice the Play
40
‡ Review the features of a play. Each day, allow children time to practice
A2RGSG_NA_BM_Play_U01_RD11.indd 40 9/9/10 2:38 PM
‡ Review the list of characters. Build their parts in the play. Pair fluent readers
Go Digital!
G background on the setting, using with less fluent readers. Pairs can
the illustrations to help children echo-read or choral-read their parts.
Teacher’s Research
PDF Online, understand where the play is taking As needed, work with less fluent reader
pp 4–10 place. to mark pauses in their script using one
slash for a short pause and two slashes
‡ Point out the stage directions.
for longer pauses.
Shared Reading Throughout the week have children
work on the Reader’s Theater
Model reading the play as the children
Workstation Activity Card 26 for extra
follow along in their scripts.
practice.
OBJECTIVES Focus on Vocabulary Stop and discuss
Read with sufficient
Once children have practiced reading
any vocabulary words that children may
accuracy and their parts several times, allow them
not know. You may wish to teach:
fluency to support time to practice performing the script.
comprehension. ‡ slammed ‡ shaggy
RF.2.4
‡ unexpected ‡ awful Perform
Read on-level text
with purpose and
Model Fluency As you read each ‡ Remind children not to focus on the
understanding. part, state the name of each character, audience, but to continue to follow
RF.2.4a and read the part emphasizing the along word-by-word in the script,
Read on-level text appropriate phrasing and expression. even if they are not in the scene.
orally with accuracy, ‡ As a class, discuss how performing
appropriate rate, Discuss Each Role
and expression on
the play aloud is different from
successive readings. ‡ After reading the part of the narrator, reading it silently. With a partner,
RF.2.4b ask children to identify what have children list what they liked
Use context to information the narrator is giving about performing the play and
confirm or self-correct about the play. what they found difficult.
word recognition
and understanding,
‡ After reading each character part, ask
rereading as partners to note the character’s trait.
necessary. RF.2.4c Model how to find text evidence that
tells them about the characters.
T462 UNIT 1 WEEK 6

WEEK 6
ACTIVITIES
WHERE IS IT HAPPENING?
Explain that the setting of a play can be just as important as the actions
and words of the characters. Reread Room for More and pay attention to
the setting. Then discuss the following questions with children:
1. What clues help you know 3. What happens in the play to
the setting at the beginning cause a change in the setting?
of the play?
4. How would this play be
2. When do the characters different if it had a different
interact with the setting? setting? How might it be the
How do you know? same?
PROPS, PROPS, PROPS!
Explain that props are things that help enhance the performance of
a play. They can include clothes, furniture, pieces of the setting, and
so on. Reread Room for More and have children suggest props that
they could easily make. Provide art supplies and have children work
in groups to create props for their performance.
‡ Review the definitions of difficult words including: fixed a lunch, county

fair, took a chance, home from sea, complained.
‡ Team an ELL child with a fluent reader who is also reading the same
character parts. Have each reader take turns reading the lines. Determine
which reader will read which lines at the performance.
‡ During practice sessions, shadow behind an ELL child. Read each line
then have them echo-read the line.
READER’S THEATER T463

Reading Digitally
Go Digital!
OBJECTIVES
Know and use Super Skiers
(e.g., captions, bold Before Reading
print, subheadings,
Preview Scroll through the online article “Super Skiers” at
electronic menus, connectedmcgraw-hill.com and have children identify text features.
icons) to locate Clarify how to navigate through the article. Point out the interactive
key facts or features, such as hyperlinks and pop-ups. Explain that you will read
information in a text the article together first, and then access these features.
efficiently. RI.2.5
Write opinion Close Reading Online
pieces in which
they introduce the Take Notes Scroll back to the top and read the article aloud. As you
topic or book they read, ask questions to focus children’s attention on how Liam and Lexie
are writing about, work together to solve the problem of Lexie’s poor vision. Have children
state an opinion,
supply reasons that
take notes using Graphic Organizer 26. After each section, have
support the opinion, partners paraphrase the main ideas, giving text evidence. Make sure
use linking words children understand domain-specific terms, such as glare.
(e.g., because, and,
also) to connect
Access Interactive Features Help children access the interactive
opinion and reasons, features by clicking or rolling over each feature. Discuss what
and provide a information these elements add to the text.
concluding statement
or section. W.2.1
Tell children they will reread parts of the article to help them answer a
specific question: What are some different ways that skiers compete against
each other? Point out they need not read every word. Instead, they can
‡ skim by reading quickly and focusing on topic sentences, or
‡ scan by moving their eyes over the text quickly to spot key words.
Have children skim the article to find text detailing how Liam and Lexie
have competed against other skiers. Have partners share what they find.
Navigate Links to Information Point out that online texts may
include hyperlinks. Hyperlinks provide a connection from the Web
page you are on to another Web page with related information.
Model how to use a hyperlink to jump to another Web page. Discuss
any information on the new Web page related to the question What
are some different ways that skiers compete against each other? Before
navigating back, demonstrate bookmarking the page so children can
return to it another time.
T464 UNIT 1 WEEK 6

WEEK 6
WRITE ABOUT READING TAKE A STAND

Summarize Review children’s graphic Activities for All Have children write a
organizers. Model using the information to short paragraph about why they believe it is
summarize “Super Skiers.” important for people with physical challenges to
Ask children to write a brief summary of take part in sports and other activities. Tell them
the article, stating the problem Liam and that good arguments start with a clearly stated
Lexie face and the steps they take to solve it. opinion. Explain that children should support
Partners should discuss their summaries. their opinions with two or three related facts.
Make Connections Have children compare Help children understand the others parts of a
what they learned about how Liam and Lexie good opinion argument, such as
work together with what they have learned ‡ Linking words that connect opinions
about how friends and family members help and facts
one another in texts they have read this unit. ‡ A strong ending that retells the author’s
opinion
RESEARCH ONLINE INDEPENDENT STUDY

Tell children that they need to take simple steps Investigate
to stay safe online. Emphasize the importance Choose a Topic Children should brainstorm
of keeping personal information such their questions related to the article. For example,
name, address, age, school, telephone number, they might ask: What happens at the Paralympic
or other details private. Explain that children Games? Then have children choose a question
should never share their passwords with others to research. Help them narrow it.
or write them somewhere that others may
Conduct Internet Research Help children
find them. Remind them to ask for permission
begin their Internet search. Type key words
from a responsible adult, such as a parent or
into a search engine and view the results with
guardian, before becoming a member of any
children. Click on a link on the results page to
online group or posting to an online forum. Tell
go to a site.
children that they should talk about any new
Web sites that they want to visit with an adult. Present Have groups present a round-table
discussion on the topic they chose to research.
READING DIGITALLY T465

The Big Idea: How do families and friends learn, grow, and help one another?
Assign the Projects Break children into five groups. Assign each group one of the
projects or let groups self-select. Before children begin researching, present these
minilessons.
Research Skill: Recalling Information from Experiences

OBJECTIVES Using Relevant Details
research and writing Children should draw on their own experiences and knowledge to
projects (e.g., read complete their projects. However, they must focus on only the most
a number of books relevant and important details from their own experiences. To do this,
they should remember to include those details that relate closely to the
produce a report;
record science Essential Question and project goals.
observations). W.2.7 ‡ Children may use primary sources such as diaries, e-mails, or personal
Recall information photographs. They may also have videos of personal experiences that
from experiences or they wish to use.
gather information
from provided ‡ Children may brainstorm many more ideas than they will need to use.
sources to answer a They may benefit from creating a word web or other graphic organizer
question. W.2.8 to capture all of their ideas as they research.
Recount or describe ‡ Relevant details often contain good, descriptive words. Encourage
key ideas or details
from a text read
children to write about their experiences in complete sentences using
aloud or information descriptive adjectives and adverbs.
presented orally
or through other Conducting an Interview
media. SL.2.2
Family, friends, and community members may be able to tell children
Ask and answer
questions about
relevant information for their research projects. Tell children that they
what a speaker says can learn this information by conducting an interview. An interview is a
in order to clarify formal conversation in which one person asks a series of questions and
comprehension, another person answers them.
gather additional
information, ‡ Children should prepare to conduct an interview in order to get
or deepen the most out of the experience. They can write a list of three to five
understanding of a important questions beforehand.
‡ Children need to remember to cite, or give credit to, a person who told
them specific facts. Explain that taking credit for someone else’s words
or ideas as your own without citing them is called plagiarism.
COLLABORATE
Go Manage and assign Projects online.
Digital Children can also work with their
group online.
T466 UNIT 1 WEEK 6

Choose a Project! WEEK 6
Our Friends Skit
1 ESSENTIAL QUESTION
How do friends depend on each
other?
Goal
Children should use their own experiences to
write a script to act out the event and perform
the skit for the class.
Comparing and Contrasting Countries IA

L STU
DI
SOC
ES
Goal
Research teams will select two countries to
compare and contrast the information they
found.
A Persuasive Letter About a Pet
friend?
Goal
Research teams will select a pet and write a
persuasive letter to convince the class why the
selected animal would make the best pet.
Advertising Our Pet Sitting Business IA

L STU
DI
SOC
ES
Goal
Research teams will pretend to own a pet sitting
business and create an informational brochure
or ad that advertises their business.
Family Business Poster IA

L STU
DI
SOC
ES
work together?
Goal
Research teams will find an example of a family
business, either in their community or by
conducting research.
RESEARCH & INQUIRY T467

Distribute the Research Roadmap found online Have children use the
roadmap to complete the project.
Conducting the Research

STEP 1 Set Research Goals
Discuss with children the Essential Question and the research project.
Encourage them to share their own experience to guide their research.
As appropriate, have them look at the Shared Research Board for information
they have already gathered. Each group should
‡ make sure they are clear on their research focus and end product.
‡ decide on each member’s role. Who will do the primary research? Who
will gather the information? Who will be in charge of technology? Who will
provide art? Who will speak during the presentation?
STEP 2 Identify Sources

Have the group brainstorm where they can find the information. Sources
might include
‡ Print works, such as yearbooks, information texts, and reference books
‡ Digital media, such as online newspapers, maps, and community Web sites
‡ Interviews with family and community members
Remind children that using a variety of sources will ensure a more complete
and accurate presentation.
STEP 3 Find and Record Information

Have children review the research strategies presented on page T466.
Then have them do the research. Remind them to list their sources carefully.
STEP 4 Organize
After team members have completed the research, they can review and
analyze all the information they collected. First they should classify
and categorize their notes in order to determine the most relevant Audience
information. Participation
‡ Invite children to
STEP 5 Synthesize and Present retell one piece of
information they
learned from the
Have team members synthesize their research and decide on their presentation.
final message. Encourage children to use all available technologies, ‡ Encourage children
such as audio recordings and visual displays, to enhance their to ask questions
presentations. about ideas they did
not fully understand.
T468 UNIT 1 WEEK 6

Review and Evaluate WEEK 6
Distribute the checklists and rubrics found online. Use the

following Teacher Checklist and rubrics to evaluate children’s
research and presentations.
Student Checklist Teacher Checklist

Research Process Asses the Research Process
✓ Did you create a research topic? ✓ Selected a research topic.
✓ Did you work with your teammates? ✓ Worked well with teammates.
✓ Did you use information from your own ✓ Used information from own experiences.
experiences? ✓ Used important facts and details.
✓ Did you use important facts and details?
Assess the Presentation
Presenting ✓ Expressed ideas clearly.
✓ Did you practice your presentation? ✓ Supported the topic with appropriate facts
✓ Did you express your ideas clearly? ✓ Spoke clearly
✓ Did you support your topic with appropriate ✓ Maintained eye contact.
facts and details?
✓ Used appropriate drawing or visual displays.
✓ Did you speak clearly at an understandable
pace?
✓ Shared responsibility and tasks
✓ Did you make eye contact with your Assess the Listener
audience?
✓ Did you answer questions from the audience? ✓ Listened quietly and attentively.
✓ Asked questions for understanding
✓ Contributed to the discussion by describing
the key details of the presentation.
Project Rubric
4 Excellent
E 3 Good
G 2 Fair
F 1 Unsatisfactory
U
‡ P
Presents the ‡ P
Presents the ‡ Attempts to present ‡ May show little grasp
information clearly. information information. of the task.
‡ Includes many details. adequately. ‡ May offer few or vague ‡ May present irrelevant
‡ May include ‡ Provides adequate details. information.
sophisticated details. ‡ May include few or ‡ May reflect extreme
observations. ‡ Includes relevant irrelevant personal difficulty with research
observations. observations. or presentation.
RESEARCH & INQUIRY T469

Celebrate Share Your Writing
Publishing Celebrations Speaking Checklist
Giving Presentations Review the Speaker’s checklist with
children as they practice.
Now is the time for children to share one of their pieces of
narrative writing they have worked on through the unit. ✓ Have all your notes and visuals
You may wish to invite parents or students from other classes to ready.
the Publishing Celebrations. ✓ Take a few deep breaths.
✓ Stand up straight.
Preparing for Presentations ✓ Look at the audience.
Tell children that they will present their writing and in order to ✓ Speak clearly and slowly.
present their work, they need to prepare the best way to do that. ✓ Speak loud enough so everyone
Allow children time to rehearse their presentations. Encourage can hear.
them to reread their writing a few times. This will help them ✓ Stick to the topic.
become more familiar with their piece so that they won’t have ✓ Don’t forget to show your visuals
to read word-by-word as they present. at the right time.
Children should consider any visuals or digital elements that ✓ Hold your visual aids so everyone
they may want to use to present their narrative. Discuss a few can see them.
possible options with children. ✓ Remember to smile!
‡ Do they have drawings or photos they want to share?
Can they illustrate an important part of their narrative?
‡ Are there flyers, souvenirs, or other items children have that
they would want to share with the class related to their writing?
‡ Is there a video of the experience they can project?
Children can practice presenting to a partner in the classroom.
They can also practice with family members at home or in front
of a mirror. Share the following checklist with children to help
them focus on important parts of their presentation as they
rehearse. Discuss each point on the checklist.
T470 UNIT 1 WEEK 6

WEEK 6
Listening to Presentations
Remind children that they not only will take on the role of a presenter, but they will also
be part of the audience for other children’s presentations. As a listener, children have an
important role. Review with children the following Listening Checklist.
Listening Checklist
During the Presentation After the Presentation
✓ Pay attention to how the speaker uses ✓ Only comment on the presentation
the visuals in the presentation. when it is your turn.
✓ Take notes on one or two things you ✓ Tell why you liked the presentation.
liked about the presentation. ✓ Listen carefully to others’ questions and
✓ Wait to ask questions until after the comments.
presentation. ✓ If someone else makes the same
✓ Listen to the speaker carefully. comment first, tell why you agree.
✓ Do not talk during the presentation. ✓ Ask your questions.
Portfolio Choice
Ask children to select one finished piece of writing, as well as two
revisions, to include in their writing portfolio. As children consider their
choices, have them use the checklist below.
Published Writing Sample Revisions

Does your writing Did you choose a revised entry that shows
‡ Give facts and details about a real event? ‡ a revised opening to engage the reader?
‡ Include enough details to show how you felt? ‡ precise words that show specific facts and
‡ Have a clear beginning, middle, and end? ideas?
‡ Have few or no spelling or grammatical errors? ‡ varied sentence types such as statements
and questions to make the writing more
‡ Is your writing neatly and clearly published?
interesting?
PORTFOLIO
Go Children can submit their writing to be
Digital considered for inclusion in their digital
Portfolio. Children’s portfolios can be
shared with parents.
PUBLISHING CELEBRATIONS T471

Approaching Level
Informational
Text
Informational
Text by Rachel Tandy
to On Level
by Rachel Tandy
People Helping Whales
PAIRED
READ
AD
D Working with Animals
An
Before Reading
Preview Discuss what children remember about whales and how
people help care for them. Tell them they will be reading a more
PAIRED
Working With Animals
READ
challenging version of People Helping Whales.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
By the end of the year,
read and comprehend
Specific Vocabulary Review with children the following
informational texts, domain-specific vocabulary words that appear in this
including history/ title. Model how to use context clues to determine their
social studies, science, meaning. surface plankton flukes
and technical texts,
in the grades 2–3 Genre Explain that informational texts like People Helping
text complexity band Whales often have certain kinds of text features to help readers
proficiently, with understand complicated information, such as lists, charts,
scaffolding as needed
and diagrams. Point out the diagram on page 7. Tell children
range. RI.2.10 that authors of informational texts use diagrams to illustrate
information that is hard to explain in words. Discuss with children
how the diagram helps them better understand where blubber
appears on a whale’s body.
Connection of Ideas Children may need help connecting and
synthesizing ideas from page to page and section to section.
After completing each paragraph, model for children how to make
connections from the information in the paragraph they just read
to the information from the previous paragraph.
After Reading
Have children complete the Respond to Reading on page 15 after they
have finished reading.
T472 UNIT 1 WEEK 6

WEEK 6
On Level
Informational
Text
Informational
Text
by Rachel Tandy
to Beyond Level
by Rachel Tandy
PAIRED
READ
EAD Working with Animals
An
Before Reading
Preview Discuss what children remember about whales and how
people help care for them. Tell them they will be reading a more
PAIRED
challenging version of People Helping Whales.
Leveled Reader Vocabulary Use the Visual Vocabulary Cards and routine.
A C T During Reading
OBJECTIVES
read and comprehend
Genre Explain that informational texts often have certain kinds of
informational texts, text features to help readers understand complicated information,
including history/ such as lists, charts, and diagrams. Point out the sidebars on
social studies, science, pages 5 and 6. Tell children that authors of informational texts use
sidebars to provide additional information that does not directly
in the grades 2–3
text complexity band fit into the text. Help children understand that these sidebars
proficiently, with provide interesting details about whales.
scaffolding as needed
Sentence Structures Point out complex text structures as you
range. RI.2.10 read. For example, reread the first sentence on page 3. Help
children understand that dashes often show ideas that authors
wish to point out to readers. Explain that the author uses a dash
instead of a comma in this sentence to emphasize the relationship
between the whales’ sizes.
Organization Tell children that informational text normally
follows a certain text structure. Read Chapter 3 together with
children. Point out the features of the sequence text structure
as you read. Draw children’s attention to the time-order words
throughout the section, such as first, next, and then. Work with
children to summarize the events of the section in the correct order.
After Reading
LEVEL UP T473
Informational
Text
Informational
Text by Rachel Tandy
to On Level
by Rachel Tandy
PAIRED
READ
AD
D Working with Animals
An
Before Reading
Preview Remind children that informational text gives facts about
a topic. Point out the text feature on page 7. Discuss what children
PAIRED
remember about whales and how people help care for them.
Tell them they will be reading a more challenging version of
Leveled Reader
People Helping Whales.
Vocabulary Use the Visual Vocabulary Cards and routine.
OBJECTIVES
By the end of the year, A C T During Reading
read and comprehend
informational texts,
including history/ Organization Tell children that informational text normally
social studies, science, follows a certain text structure. Read Chapter 3 together with
in the grades 2–3
children. Point out the features of the problem/solution text
text complexity band structure as you read. Identify the main problem in the section
proficiently, with described on page 10. Then work with children to list the actions
scaffolding as needed that people take to help solve the problem that are described on
pages 11–14.
range. RI.2.10
Connection of Ideas Help children understand how the
information in the diagram on page 7 connects to the content on
the page. With children, list the main idea and key details in the
information on the page. Then find a key detail that connects to
the information in the text feature.
Specific Vocabulary Model using context clues to find the
meanings of multiple-meaning words such as the verbs spend
on page 6 and set on page 14. Have children read the entire
paragraph. Then have them suggest a meaning for the verb.
Provide support as needed to ensure understanding.
After Reading
T474 UNIT 1 WEEK 6

WEEK 6
Advanced
Beyond Level
Informational
Text
Level
Trade Book
T
to Self-Selected Trade Book
by Rachel Tandy
Independent Reading
Before Reading
Together with children, identify the particular focus of their reading,
based on the text they choose. Children who have chosen the same title
PAIRED
will work in groups to closely read the selection throughout the week.
Leveled Reader
Close Reading
Taking Notes Assign a graphic organizer for children to use to take
OBJECTIVES notes as they read. Reinforce a specific comprehension focus from the
unit by choosing one of the graphic organizers that best fits the book.
read and comprehend
literature/ Examples:
informational text in
the grades 2–3 text Fiction Titles Informational Text
complexity band Character, Setting, Events Key Details
proficiently, with
scaffolding as needed Graphic Organizer 43 Graphic Organizer 41
range. RL/RI.2.10 Ask and Answer Questions Remind children to ask questions as
they read. As children meet, have them discuss the section that they
have read. They can share the questions they noted and work together
to find text evidence to support their answers. You may wish to have
children write their responses to their questions.
After Reading
Write About Text
Have children work together to respond to the text using text evidence
to support their writing.
Examples:
Fiction Informational Text
How do the characters’ actions What are two important details
move the story forward? the author gives in the text? Tell
how these details help readers
better understand the text.
LEVEL UP T475
SUMMATIVE ASSESSMENT
Unit Assessment
TESTED SKILLS
COMPREHENSION: VOCABULARY: ENGLISH WRITING:
• Key Details RL.2.1 • Inflectional Endings LANGUAGE • Writing About Text
• Character, Setting, Events RL.2.3 L.1.4c CONVENTIONS: RI.2.1, RL.2.1, RL.2.3
• Character, Setting, Events: Use • Root Words L.2.4c • Statements and • Narrative Writing
Illustrations RL.2.3, RL.2.7 • Context Clues: Sentence Questions L.2.2 Prompt W.2.3
• Key Details: Use Photos RI.2.1, RI.2.7 Clues L.2.4a • Commands and
Exclamations L.2.2
• Subjects L.2.1
• Predicates L.2.1
• Expanding and
Combining Sentences
L.2.1f
Grade 2
Assessment Includes
Unit
Assessment ‡ Pencil-and Paper administration
State Standards
‡ Performance Tasks
‡ Writing Prompt
Additional Assessment Options
Grades 1-6
Conduct assessments individually using the differentiated

passages in Fluency Assessment. Children’s expected
Fluency
Assessment fluency goal for this Unit is 41–61 WCPM with an accuracy
rate of 95% or higher.
State Standards
Grades K-6
Running Records
Use the instructional reading level determined by the Running Record
Running Records/
Benchmark Books
LEVELS: REBUS – 80
calculations for regrouping decisions. Children at Level 13 or below
• Includes Benchmark Books
Levels: Rebus–28
• Includes Reading Passages
Levels: 30–80 should be provided with reteaching on specific Comprehension Skills.
T476 UNIT 1
UNIT 1
TESTED SKILLS
T If … Then …
Children answer 0–9 multiple … reteach tested skills using Lessons 10–12,
COMPREHENSION choice items correctly … 13–15, 136–137, and 139 from the Tier 2
Comprehension Intervention online PDFs.
Children answer 0–7 items … reteach tested skills using Lessons 86

VOCABULARY correctly … and 103–104 from the Tier 2 Vocabulary
Intervention online PDFs.
ENGLISH Children answer 0–4 items … reteach tested skills using the Grammar
LANGUAGE correctly … online PDFs.
CONVENTIONS
Children score less than “2” … reteach tested skills using the appropriate
WRITING on short-response items and lessons from the Strategies and Skills and/or
less than “3” on extended Write About Reading sections in the Tier 2
constructed response items … Comprehension Intervention online PDFs.
Children score less than “3” … reteach tested skills using the Writing Process
on Writing About Text … lessons on pages T480–T491, as needed.
Children have a WCPM score … reteach tested skills using Lessons 1–11,
of 0–40 … 86–87, and 89–95 from the Tier 2 Fluency
Intervention online PDFs.
TIER TIER
Assessment as well as children’s assessment results to designate
children requiring Tier 2 and Tier 3 level intervention.
Reevaluate Student Grouping

View the McGraw-Hill Reading Wonders eAssessment Class Unit
Assessment Report and McGraw-Hill Reading Wonders eAssessment
Class Standards Proficiency Report available for this Unit Assessment.
Note children who are below the overall proficiency level for the
assessment, and use the reports to assign small group instruction for
children with similar needs.
SUMMATIVE ASSESSMENT T477

Writiensgs Genre Writing: Narrative Text
Proc
Friendly Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . T480

Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . T486
l
Modoen
Less Reading Extended Complex Text
Literature Anthology:
Big Red Lollipop . . . . . . . . . . . . . . . . . . . . . . . . . . . . T493
Your Own Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . T496
Program Information
Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . BM1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BM10
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CCSS1
Go
Digital For Additional Resources
Review Comprehension Lessons
Unit Bibliography
Literature and Informational Text Charts
Word Lists
Web Sites www.connected.mcgraw-hill.com
Resources
T479
NARRATIVE TEXT: Friendly Letter
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Read Like a Writer Go

Expe
Ex
EExpert
Exp
xp
xpe
er Model • Friendly Letter
September 4,
4 2012
ettte
ett
tter
te
ter
err • 1
Connect to children’s lives by briefly discussing mail in Digital
D
Dear Sh lb
Shelby,
It was great to see you last weekend. We had
a good time at the lake, didn’t we? We laughed
general and letters that come in the mail. Invite children
so hard when I dropped my ice cream on the
beach. Then that dog licked it up, sand and all! to discuss examples. Ask children whether they have ever
My new school is different. It is bright and
new, and it doesn’t smell the same. It doesn’t
smell bad, just different. The gym is huge, and
received letters themselves. Explain that friendly letters are
the lunch room has a big painting of the town
on the wall. My teacher, Ms. Greene, seems nice.
I have met some nice new kids, too.
a good way to keep in touch, even in the age of cell phones
Even though I moved, we can still be good
friends. We have a lot of funny stories to
remember together. Please write back. Send
and computers. They may be messages or thank-you notes,
Writer’s
some of your silly drawings, too. They always

make me smile. but they are always welcomed by people who receive them. Workspace
Your friend,
Lee
Explain that writing a friendly letter is a lot like giving a little
gift to someone.
Unit 1 • Friendly Letter
Provide copies of the Expert Model “Dear Shelby” and

Expert Model the Features of a Friendly Letter found online in Writer’s
PDF Online
Workspace.
OBJECTIVES Features of a Friendly Letter

Write narratives in
‡ It has a heading and a greeting.
well-elaborated event ‡ It uses a friendly tone.
or short sequence
of events, include ‡ It shares ideas and events with friends or family.
details to describe ‡ It has a closing and a signature.
actions, thoughts,
and feelings, use
temporal words to
signal event order, Discuss the Expert Model
and provide a sense Use the questions below to prompt discussion of the features of a
of closure. W.2.3
COLLABORATE friendly letter.
Use commas in
greetings and
‡ Who wrote this letter? How do you know? (Lee wrote the letter; the
closings of letters. signature is after the closing.)
L.2.2b ‡ To whom was this letter written, and when? (The letter was written to
Shelby on September 4, 2012. The greeting shows Shelby’s name, and
ACADEMIC the heading shows the date.)
LANGUAGE ‡ Why was this letter written? (Lee has moved away, and is writing to
heading, greeting,
keep in touch with her friend from her previous school.)
closing, signature,
audience ‡ How can you tell that these two people are friends? (Lee recalls their
trip to the lake and the funny drawings that Shelby makes.)
T480 UNIT 1 WEEKS 13

USE WITH WEEKS 13
PREWRITE
Discuss and Plan
Purpose Explain that the purpose of a friendly letter is the reason for
writing it. It may be to say hello to a friend, to tell someone something
interesting that happened, to share a memory, or to say thank you for ENGLISH LANGUAGE
something. Point out that one of the most important kinds of friendly LEARNERS
letters today is a thank-you note or letter. Mention that thank-you letters Beginning
show good manners and that they are much appreciated.
Identify Use the Expert Model
Audience Explain that the audience of a friendly letter is the person or to identify spatially the heading,
people who will receive the letter. Point out that Shelby is the audience closing, and signature of the letter.
for the Expert Model. Ask children who the audience is for a thank-you Practice naming the features.
note. Invite them to share other ideas about an audience for letters that Intermediate
say hello, or share a story or memory. Point out that these examples show Explain Discuss with children why
that the audience for a friendly letter is usually someone the writer knows the heading, closing, and signature
(though it does not necessarily have to be). are important.
Advanced
Teach the Minilesson
Expand Point out that the features
of a letter may vary according to
Ideas and Events Explain that events and ideas make up the
the relationship of the writer to the
message in a friendly letter. These may be things that happened audience. How might the closing of
in the past, descriptions of places or events, or feelings that the a letter to your parents differ from
writer wants to express. Often these ideas or events are grouped in one to a classmate?
paragraphs.
Distribute copies of the Model Events and Ideas graphic organizer
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specific text in Lee’s letter to Shelby that corresponds with each item AND EVENTS WEB
shown in the organizer.
Audience:
Purpose:
Your Turn Detail

Remembering
Choose Your Topic Have children work in pairs or small groups to the lake
brainstorm ideas for friendly letters. Ask questions that help children:
‡ To whom (specifically) might you write a friendly letter? Example
Events and Ideas
‡ What are some reasons (purposes) to write a friendly letter?
Detail Detail
‡ What ideas or events would be good to include in this letter? The new school Keeping in touch
Plan Provide copies of the blank Ideas and Events graphic organizer
found online in the Writer’s Workspace. Ask children to write the
audience and purpose of the friendly letter. Then have them fill in ideas
and events that they will discuss in the body of the letter.
WRITING PROCESS T481

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DRAFT
OBJECTIVES Discuss the Student Model Go
Write narratives in
which they recount a Review the features of friendly letters. Provide copies of the Digital
well-elaborated event Student Model found online in the Writer’s Workspace, and use
or short sequence it to help children look for the heading, greeting, body, closing
of events, include
details to describe
(which is missing), and signature of the Student Model. Invite
actions, thoughts, children to comment on anything else missing.
and feelings, use
Writer’s
temporal words to Teach the Minilesson Workspace
signal event order,
and provide a sense Commas Show children again the Expert Model (found online
of closure. W.2.3
in Writer’s Workspace), and point out where and how the greeting
Use commas in and closing are set off by commas . Compare the Expert Model to the
greetings and
Draft Student Model. Help children discover that the Draft Student
closings of letters.
L.2.2b Model lacks both the year and a comma in the heading. The greeting
shows the comma, but the Student Model also completely lacks
a closing. Ask children to identify the audience of the letter (Jesse’s
ACADEMIC grandmother). Then ask them to imagine how they would feel if they
LANGUAGE
draft, revise/revision,
were Jesse’s grandmother and got a letter that said he didn’t like the
comma, description puzzle. Invite children to suggest what Jesse might have done instead.
Your Turn
Write a Draft Have children review the graphic organizers they
prepared in Prewrite to remind them of audience, purpose, and the ideas,
events, or feelings about which they will write. Remind them to place and
punctuate the heading, greeting, and closing properly.
Teacher Conferences
STEP 1 STEP 2 STEP 3
Talk about the strengths of the Focus on how a writer uses a Make concrete suggestions for
writing. writing trait. revision.
I see that you have put the I see that you have described an Your memory of the amusement
heading, greeting, closing and [event, idea, feeling] in your draft. park would be even more fun if
signature in the right place. I can Your ideas might be clearer if you you explained why you liked that
see you have made your purpose put them in the order in which particular ride the best.
for writing the letter clear. they happened.

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
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Distribute copies of the Revised Student Model found online in Writer’s Revised Student Model • Friendly Letter • 6
Workspace. Read the model aloud and point out the revisions that Jesse January 3
, 2013
Dear Grandma,
made. Note the inclusion of the year and comma in the heading, and the Thank you for the board game. We had a lot
and the puzzle
addition of a closing. of fun at your house. Over the holiday.

We loved to play in the snow. That was the
biggest snow fort I have ever seen. You sure get
a lot of snow in wisconsin. I didn’t really like
Teach the Minilesson the puzzle very much, because I am not good at
puzzles. I will try it though, if I have time.
We may not get to visit agian until summer. By
Thoughts and Feelings Explain to children that when they share then, there will be no more snow. we will have
fun anyway though. You always think of good
their thoughts and feelings in a friendly letter, they should also things to do. Thanks again.
With love,
consider the audience. Remind them that the audience of a friendly

Jesse
letter is the person or people who receive it. Writers should always
think about the thoughts and feelings of the audience, especially in
a friendly letter to someone. Ask children to imagine themselves as
the receiver of the letters they write.
Have children examine the revised student model. Ask them to Unit 1 • Friendly Letter
identify how Jesse improved the thank-you letter by thinking about

the audience.
COLLABORATE
Your Turn
Revise Have children use the peer review routine and questions
to review their partner’s draft. Provide copies of the Revise and Edit
Checklist available as an online BLM in the Writer’s Workspace. Have
children use the Revise and Edit Checklist to revise their draft.
Use these questions for peer review:

Peer Conferences
Review with children the routine for peer ✓ Does the letter have a heading,
review of writing. They should listen carefully greeting, closing, and signature?
as the writer reads his or her work aloud. They
should begin by telling what they liked about
✓ Is the purpose of the letter clear?
the writing. Then they should ask a question ✓ Are there enough details to make the
that will help the writer think more about the events, ideas, and feelings clear?
writing. Finally, they should make a suggestion ✓ Who is the audience, and what will
that will make the writing stronger. they think of the letter?

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PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With guidance and
support from adults Provide copies of the Edited Student Model found online Digital
and peers, focus on a in the Writer’s Workspace. Read the model aloud and have
topic and strengthen children note the editing changes Jesse made. Use the
writing as needed
by revising and
specific edits to show how editing for complete sentences,
editing. W.2.5 spelling, and punctuation improves the letter.
With guidance
and support from Your Turn Writer’s
Workspace
adults, use a variety Edit Have children use the edit questions on the Revise
of digital tools to
produce and publish
and Edit Checklist to guide them as they review, edit, and
writing, including in proofread their drafts on their own. Show them how to consider each
collaboration with point on the checklist against their drafts one at a time so that they focus
peers. W.2.6 on only one type of error each time through.
ACADEMIC Publish
LANGUAGE For the final presentation of their friendly letters, have children choose a
edit, proofread, format for publishing. Children may want to consider:
publish
Print Publishing Digital Publishing
Actual Letter to Real Person Writer’s Workspace
Personal Portfolio Class Blog/Web page
Collaborative Class Book Class Zone
Explain that most friendly letters should be written by hand. If written

with a computer and printed, they should at the very least be signed by
hand. Help children format their letters with standard margins that make
EDITED STUDENT MODEL
it easy for readers.

Edited Student Model • Friendly Letter • 7
January 3
, 2013 Some of the most appealing friendly letters have little side notes, inside
Dear Grandma,
Thank you for the new board game. We had
and the puzzle jokes or reminders, or drawings or cartoons on them. Jesse could draw a
a lot of fun at your house. Over the holiday.
¶ We loved to play in the snow. That was the
little sketch of the snow fort, for example. Explain, though, that the use of
biggest snow fort I have ever seen. You sure get
a lot of snow in wisconsin. I didn’t really like these extra touches depends on the relationship between the writer and
the puzzle very much, because I am not good at
puzzles. I will try it though, if I have time.
again
the recipient. If people do not know each other well, these decorations
¶ We may not get to visit agian until summer. By
then, there will be no more snow. we will have
fun anyway though. You always think of good
, but
may not be a good idea.
things to do. Thanks again.
With love,
Jesse
Unit 1 • Friendly Letter

EVALUATE
Discuss Rubrics STUDENT RUBRIC
Guide children as they use the Student Rubric found online in Writer’s Writing Rubric • 9
Workspace. Help them understand that using a rubric helps them identify Friendly Letter Rubric
and focus on areas that might need further work. Work with the class to 4 Excellent • has a clear, lively, and interesting
message
review the bulleted points on the rubric. • is well organized, using writing
features and paragraphs
effectively
• has a strong sense of purpose
and an authentic link to the
‡ Focus and Coherence Are the purpose and the audience of this audience
• has clear and well-described
letter clear, and do all parts of the letter relate to that purpose? thoughts, feelings, ideas, and
details
• uses fluid, varied, and realistic
‡ Organization Do the parts of the letter make sense with one sentences that simulate voice
• is free or almost free of all errors
another? Are they all related to the topic or purpose? • is neat, legible, and appropriate to
medium.

‡ Development of Ideas/Word Choice Is there enough
information and detail to make sense and give a clear picture to
the audience? Is the writing interesting?
‡ Voice Does the writing sound as though a real person wrote it? Is
there a lively sense of a human voice? Unit 1 • Friendly Letter
‡ Conventions/Sentence Fluency Have errors in grammar,

spelling, punctuation, and capitalization been corrected?
‡ Presentation Is the letter, neat, clear, and easy to read? Is it ready
to be sent?
Your Turn
Reflect and Set Goals After children have evaluated their own
friendly letters, ask them to reflect on their progress as writers. Ask
them to consider what they have learned and ways in which they have
improved, and also to think about areas that need more improvement.
Have children set writing goals to prepare for their conferences with
the teacher.
Conference with Students

Use the Rubric and Anchor Papers provided online in Writer’s
Workspace as you evaluate children’s writing. The anchor papers
provide samples of papers that score from 4 to 1. These papers
reflect the criteria described in the Rubric. Anchor papers offer
standards against which to evaluate writing.
Review with individual children the writing goals they set.
Discuss ways to achieve these goals and suggest further areas of
improvement that children may need to target.

NARRATIVE TEXT: Personal Narrative
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Read Like a Writer Go

Expe
Ex
EExpert
Exp
xp
xpe
er Model • Personal Na
Narrative
arrra
arr
arra
arrati
rrat
rrrativ
rati
ative
ativ
tive
ive
ve
e • 11
11
The B
Th Bull
ll
by Reese N.
N
Connect to children’s lives by briefly asking for some special Digital
My grandfather is a farmer. He raises cattle,
times they recall. Explain that one way to remember them is
and grain and hay to feed them. Once when we
visited, he let me brush his big Black Angus
bull. I stood on a box behind the fence and
to write about them. Tell children that when you write about
brushed the bull’s head. He liked the feeling, but
Grandpa said to be careful. “Keep your hand
above the fence. He could break your arm if he
a personal experience, you are using a form of writing called
tossed his head. He is friendly, but you can
never tell.”
The next morning, I went out in the back
personal narrative. Read and discuss features of a personal
yard. The fence was down. The bull was loose!
There he stood, and there I stood with nothing
between us! I held very still, but the bull saw
narrative.
Writer’s
me. Then he began to walk my way. I was so

scared. The bull was huge!
Suddenly I heard a shout. “Hey Bull! Hey!” It
was Grandpa, waving his arms. He carried a
Provide copies of the Expert Model “The Bull” and the Workspace
bucket of corn. The bull turned toward
Grandpa. It followed him back to the field like a Features of a Personal Narrative found online in Writer’s
puppy. I let out a sigh. I was so thankful for
Grandpa’s help!
Workspace.
Unit 1 • Personal Narrative
Expert Model Features of a Personal Narrative

PDF Online
‡ It tells a true story from the writer’s life.
‡ It uses words, such as I, me, my, and we.
OBJECTIVES
Write narratives in
‡ It has a beginning, middle, and end.
which they recount a ‡ It uses time-order words to tell events in order.
or short sequence
of events, include
details to describe Discuss the Expert Model
actions, thoughts, Use the questions below to prompt discussion of the features of a
and feelings, use
COLLABORATE personal narrative.
temporal words to
signal event order, ‡ Who tells this personal narrative? (Reese wrote the narrative about a
and provide a sense visit to his grandfather’s farm.)
of closure. W.2.3
‡ What personal feelings does the writer share about the experience?
Demonstrate
(The writer shares his surprise and fear when the bull gets loose.)
command of the
conventions of ‡ What details and description in the words help make the story seem
standard English real? (The dialogue helps it seem real, as does the clear description of
grammar and usage
the action.)
when writing or
speaking. L.2.1 ‡ How does the writer begin the story? (The writer explains the setting
of the story on a visit to the farm.)
ACADEMIC
LANGUAGE
personal narrative,
first person, audience,
topic, sequence

PREWRITE
Discuss and Plan
Purpose Discuss with children the purpose for writing a personal
narrative. They can tell experiences to others that really happened. They
can share thoughts and feelings about the experience, or just the sense ENGLISH LANGUAGE
of it. They can keep the memory of the experience fresh, and they can LEARNERS
entertain readers as well. Beginning
Audience Have children think about the audience for their personal Explain Have students talk through
narratives. Explain that the audience for a personal narrative consists an important event making sure the
of the people who read it. Ask: What do you want readers to remember events are in order.
most about your narrative? Point out that because the audience was not
Intermediate
present at the event, it is up to the writer to use words that make the
Explain Have students talk through
experience seem real.
an important event using time-
order words.
Teach the Minilesson
Advanced
Sequence Explain that writers of personal narratives often tell the Expand Have children talk through
events in a story in the order in which they happened. Show how an important event. Encourage
this is true for “The Bull.” Narratives have a beginning, a middle, and an them to use time-order words and
end to help readers understand what happened. Often these ideas or interesting details.
events are grouped in paragraphs. Words such as next, then, and later
help readers understand the order of events as they happen.
Distribute copies of the Model Setting and Plot graphic organizer
found online in the Writer’s Workspace. Help children find the
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middle, and end as shown on the organizer. Help them locate and PLOT CHART
identify time words in the narrative as well.
Audience:
Purpose:
Your Turn Setting

Choose Your Topic Have children brainstorm ideas for personal Grandfather’s farm
narratives. Remind them to focus on a single event. Have children record

Beginning
their topics in their Writer’s Notebooks. Brushing the bull
‡ Where and when did the event you are writing about take place?
Middle
‡ What happened first? What happened next? How did it end? The bull gets loose
‡ Why was it interesting or important to you? End

Grandpa leads the bull back
Plan Provide copies of the blank Setting and Plot graphic organizer
found online in the Writer’s Workspace. Ask children to note the setting,
and then the beginning, middle, and end parts of the event. Children
should keep in mind the importance of the events described.

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DRAFT
OBJECTIVES Discuss the Student Model Go
Write narratives in
which they recount a Review the features of Personal Narratives. Provide copies of Digital
well-elaborated event the Student Model found online in the Writer’s Workspace,
or short sequence and use it to help children look for the setting, beginning,
of events, include
details to describe
middle, and end of the narrative.
actions, thoughts,
and feelings, use Teach the Minilesson
temporal words to Writer’s
Workspace
signal event order, Dialogue Explain that using quotations makes personal
and provide a sense narratives more interesting and lively. Point out how in “The
of closure. W.2.3
Bull” the use of quotations takes the reader right to the farm
Use knowledge with Reese, and makes the story seem more alive. You may
of language and
wish to convert some of the quotations into an indirect
its conventions
when writing, account to show the difference. Compare Suddenly I heard a
speaking, reading, shout.“Hey Bull! Hey!” to Suddenly Grandpa was shouting at the
or listening. L.2.3 bull. Which seems more immediate?
Show children the conventions associated with quotation marks and
ACADEMIC commas to set off direct quotations. Point out that the actual words
LANGUAGE spoken go inside the marks. Use the examples in the Expert Model
draft, revise/revision, to demonstrate how quotations should be written.
quotation, description
Your Turn
Write a Draft Have children review the graphic organizers they
prepared in Prewrite to remind them to plan for the setting, beginning,
middle, and end of a personal narrative.
Teacher Conferences
STEP 1 STEP 2 STEP 3
Talk about the strengths of the Focus on how a writer uses a Make concrete suggestions for
writing. writing trait. revision.
I can tell what is the beginning, I can tell the order in which I see that you have described an
middle, and end of this narrative. things happened by the way you event. Use more detail to make
You have also given good organized the paragraphs. I also this more interesting. What kind
information about the setting. see that you used some time- of bird did you see? What did the
order words. wind sound like?

REVISE
Discuss the Revised Model REVISED STUDENT MODEL
026_047_CR14_NA_WWB_2_U1PN_118662.indd Page 32 21/02/12 5:46 PM u-s010
Distribute copies of the Revised Student Model found online in Writer’s Revised Student Model • Personal Narrative • 16
Workspace. Read the model aloud and point out the revisions that Jody Field Trip
by Jody C.
made. Note how the author added a clear setting to the beginning, Our class took a field trip last week.
We rode a bus to the museem. I thought I
The bus ride was long and loud, but fun.
moved sentences to clarify time, and made changes to make the

at the museem, but I wasn’t.
would be bored . But I was not. There were lots
of things to see and do there.
language sound smoother.
The bus ride was long and loud. when we got to
the museem, we all went through a tunnel.
The tunnel , from the time of
Inside it showed the past of Earth. There were
Teach the Minilesson dinosours all the way up to today. Then we
floor
went to a place that showed a town of a
It was fun to see how people used to live.
hundred years ago.
Time Words Explain to children that time words allow readers to at the museum
We went to a movie too. It was on a huge
know the order of when things happened. Point out that as they screen. The birds that it showed flying came

and so
right at you it made you jump. We were tired on
write their personal narratives, they know exactly what happened the bus ride home. I fell asleep. I liked the
much
museem a lot there is more to do. I am going to
when because they were there. But readers were not there, so time ask take me back
get my parents to go back with me.
words give them “time-posts” to know the order of things. Words

such as first, next, before, during, after, later, then, and when help both
writers and readers keep things straight. Unit 1 • Personal Narrative
Have children examine the revised student model. Ask them to

identify the time words Jody used to show the order of events.
COLLABORATE
Your Turn
Revise Have children use the peer review routine and questions to
review their partner’s drafts. Then have children select suggestions from
the peer review to incorporate into their revisions. Provide the Revise and
Edit Checklist. Suggest they add time-order words.
Use these questions for peer review:

Peer Conferences
Review with children the routine for peer ✓ Does the writing have a setting that
review of writing. They should listen carefully you quickly understand?
as the writer reads his or her work aloud. They
should begin by telling what they like about
✓ Are events in order and shown by
time words?
the writing. Then they should ask a question
that will help the writer think more about the ✓ Are there enough details?
writing. Finally, they should make a suggestion ✓ Does the writing sound as if someone
that will make the writing stronger. were talking to you?

itinsgs
Wro e
Pr c n 2
Less
o NARRATIVE TEXT: Personal Narrative
PROOFREAD/EDIT AND PUBLISH
OBJECTIVES Discuss the Edited Model Go
With guidance and
support from adults Provide copies of the Edited Student Model found online Digital
and peers, focus on a in the Writer’s Workspace. Read the model aloud and have
topic and strengthen children note the editing changes Jody made. Use the
writing as needed
by revising and
specific edits to show how editing for complete sentences,
editing. W.2.5 spelling, and punctuation improves the writing.
With guidance
and support from Your Turn Writer’s
Workspace
adults, use a variety Edit Have children use the edit questions on the Revise
of digital tools to
produce and publish
and Edit Checklist to guide them as they review, edit, and
writing, including in proofread their drafts on their own. Show them how to consider each
collaboration with point on the checklist against their drafts one at a time so that they focus
peers. W.2.6 on only one type of error each time through.
ACADEMIC Publish
LANGUAGE For the final presentation of their personal narratives, have children
edit, proofread, choose a format for publishing. Children may want to consider:
publish
Print Publishing Digital Publishing
Personal Book for Family and Writer’s Workspace
Friends
Journal Entry Class Blog/Web page
Collaborative Class Magazine Class Zone
Whether children handwrite, or use a word-processing program,they

EDITED STUDENT MODEL
should be sure to use standard margins and spacing, and format final
drafts so that readers can easily follow the flow of the text.
Edited Student Model • Personal Narrative • 17
Field Trip
by Jody C.
Adding visual and multimedia elements can strengthen presentation
Our class took a field trip last week.
We rode a bus to the museem. I thought I
at the museem, but I wasn’t.
museum The bus ride was long and loud, but fun.
and support the writing. Try to allow time for children to design and
would be bored. But I was not. There were lots
of things to see and do there. include illustrations, photographs, maps, souvenirs, videos, audio or
other multimedia elements that could enhance the presentation of their
When
¶ The bus ride was long and loud. when we got to
museum
the museem, we all went through a tunnel.
The tunnel , from the time of
Inside it showed the past of Earth. There were
dinosaurs
dinosours all the way up to today. Then we
floor
personal narratives.
went to a place that showed a town of a
It was fun to see how people used to live.
hundred years ago.
at the museum
¶ We went to a movie too. It was on a huge
screen. The birds that it showed flying came
and so
right at you it made you jump. We were tired on
that
the bus ride home. I fell asleep. I liked the
museum much
museem a lot there is more to do. I am going to
take me back
ask
get my parents to go back with me.
Unit 1 • Personal Narrative

EVALUATE
Discuss Rubrics STUDENT RUBRIC
Guide children as they use the Student Rubric found online in Writer’s Writing Rubric • 19
Workspace. Help them understand that using a rubric helps them identify Personal Narrative Rubric
and focus on areas that might need further work. Work with the class to 4 Excellent • has a clear, lively description of a
personal experience
review the bulleted points on the rubric. • is well organized, using writing
features and paragraphs
effectively
• relates events in the order that
they happened and uses
‡ Focus and coherence Are the setting and the topic of this sequence words
• has clear and well-described
writing clear? thoughts, feelings, ideas, and
details
• uses fluid, varied, and realistic
‡ Organization Are events told in the order in which they sentences that simulate voice
• is free or almost free of all errors
happen? Are they all related to the topic? Does the writing have a • is neat, legible, and appropriate to
medium.

beginning, a middle, and an end?
‡ Development of Ideas/Word Choice Is there enough
information and detail to make sense and give a clear picture to
the audience? Is the writing interesting?
‡ Voice Does the writing sound as if a real person wrote it? Is there Unit 1 • Personal Narrative
a lively sense of a human voice?

‡ Conventions/Sentence Fluency Have errors in grammar,
spelling, punctuation, and capitalization been corrected?
‡ Presentation Is the narrative neat, clear, and easy to read? Is it
ready to be sent?
Your Turn
Reflect and Set Goals After children have evaluated their own
personal narratives, ask them to reflect on their progress as writers. Ask
them to consider what they have learned and ways in which they have
improved, and also to think about areas that need more improvement.
Have children set writing goals to prepare for their conferences with
the teacher.
Conference with Students

Use the Rubric and Anchor Papers provided online in Writer’s
Workspace as you evaluate children’s writing. The anchor papers
provide samples of papers that score from 4 to 1. These papers
reflect the criteria described in the Rubric. Anchor papers offer
standards against which to evaluate writing.
Discuss ways children can achieve their writing goals and suggest
further areas of improvement that children may need to target.

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READING Extended Complex Text
Close Reading Routine
Read the Text What does the author tell us?

Assign the Reading
Depending upon the needs of your children, you can
‡ ask children to read the text silently
‡ read the text together with children
‡ read the text aloud.
Take Notes
Children generate questions and take notes about aspects of the text that
might be confusing for them. Encourage children to note
‡ difficult vocabulary words or phrases
‡ details that are not clear
‡ information that they do not understand
Children complete a graphic organizer to take notes on important
information from the text.
Reread the Text What does the text mean?

Ask Text Dependent Questions/Generate Questions
Children reread and discuss and take notes on important shorter passages
from the text. Children should
‡ generate questions about the text
‡ work with partners or small groups to answer questions using text
evidence.
Write About the Text Think about what the author wrote.
Children write a response to the text, using evidence from the text to support
their ideas or arguments.
T492 UNIT 1
Use the Literature Anthology

Getting Ready Genre • Realistic Fiction
I’m so excited I run all the way home from school.

“Ami! I’ve been invited to a birthday party!
There’s going to be games and toys, cake and ice cream!
BBigigRReded
Can I go?”
Ami says, “What’s a birthday party?”
“It’s when they celebrate the day they were born.”
“Why do they do that?”
Lollip
llipop
op
“They just do! Can I go?”
BIG RED LOLLIPOP by Rukhsana Khan, illustrated by Sophie Blackall. Text copyright © 2010 by Rukhasana Khan. Illustrations copyright © 2010 by Sophia Blackall. All
rights reserved including the right of reproduction in whole or in part in any form. This edition published by arrangement with Viking Children’s Books, a division of
by
Rukhsana Khan
illustrated by
Sophie Blackall
ber of Penguin Group (USA) Inc.
Essential
Es
ss Question
worl Suggested Pacing
member
Penguin Young Readers Group, a membe
Read about how a girl and her

sisters
iste get along.
si
Go
G o Digital!
D
Days 1–2 Read
34 35
pp. 34–43
034_039_CR14_SA_2_U1W2_SEL_118792.indd 34 12/7/11
034_039_CR14_SA_2_U1W2_SEL_118792.indd
1:22 PM 35 12/5/11 2:19 PM
pp. 44–53
Close Reading of Big Red Lollipop, pages 34–53
Days 3–7 Reread
pp. 34–38
Use the suggestions in the chart to assign reading of the text and to chunk pp. 39–41
pp. 42–47
the text into shorter passages for rereading. pp. 48–49
pp. 50–53
ESSENTIAL QUESTION How are families around the world the same Days 8–10 Write
and different? About Text
Ask children to discuss the ways in which they have learned that families in
COLLABORATE different places around the world are the same and different.

Assign the Reading
Ask children to read the text independently. You may wish to read together
with children pages 34–43 to ensure that they order the connections
between each event that takes place in the text.
Take Notes
As children read, ask them to generate questions and other notes on

features on the text they find difficult to understand. Children may note:
‡ lack of prior knowledge about the cultural content p. 36
‡ story details and information that are unclear Narrator’s mother?
Think Aloud I am unsure why the narrator’s mother makes the narrator
Why is invitation
take her little sister to the party. The author doesn’t explain why she thinks
unfair?
it’s unfair that the sister is not invited.
EXTENDED COMPLEX TEXT T493

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Use the Literature Anthology
Assign Graphic Organizer 44 to help children take notes on details about the
story’s characters, settings, and plot events.
A children share their questions and notes, use the Access Complex Text
A C T As
s
suggestions on pages T139A–T139J to help address features about the text
that children found difficult.
Reread the Text How does the author tell us?

Ask children to reread the shorter passages from the text, focusing on
how the author provides information about the narrator’s family. Ask
questions about
‡ Author’s Purpose, pp. 34–38, 50–53
‡ What details does the author give that show what the purpose of the
story is?
‡ What main idea does the author want the reader to understand?
‡ Character, Setting, Events, pp. 34–38, 48–49

‡ What details does the author give about why the characters act the way
they do?
‡ Key Details, pp. 42–47

‡ How does the author use details to suggest information about events
without telling about them directly?
‡ Connections within Text, pp. 50–53

‡ How do the events of the first birthday party connect to the events at the
end of the story?
‡ Why are the narrator and her sister friends again?
Use the prompts on Teacher Edition pages T139A–T139J for suggested text
dependent questions. Remind children that they are to look back into the text
to cite evidence to support their answers.
Model citing text evidence as needed.
What happened to the lollipop? What does that tell you about Sana?
T494 UNIT 1
Think Aloud On page 43, the text tells me that the narrator’s lollipop has
been eaten. “All that’s left of my lollipop is a triangle stuck to a stick.” I know
that the narrator was saving her lollipop for later, but Sana already ate hers
because she is impatient. This evidence tells me that Sana probably ate the
narrator’s lollipop.
As they reread each section, children should continue to generate their own
questions about the text. As each child shares a question, ask all children to
go back into the text to find text evidence to answer the question. Encourage
children to
‡ point out the exact place within the text they found the evidence
‡ reread and paraphrase the section of the text that they think supports
their answer
‡ discuss how strong the evidence cited is in answering the question
‡ identify when an answer to a question cannot be found in the text.
Essential Question
Have children response in writing to the Essential Question using evidence
from the text.
How are families around the world the same and different?
Children should use their notes and graphic organizers to cite evidence from
the text to support their answer.
Model how to use notes to response to the Essential Question.
Think Aloud I can read through all the notes I took while I read to find text
evidence that helps me answer the question. My notes from page 36 tell me
that Ami has different ideas about siblings attending birthday parties with
one another than what most parents who grew up in the United States might
have. I can use that information in my answer. I will read through the rest of
my notes to find evidence about how the narrator and her family relate to one
another to support my answer.
Children can work with a partner and use their notes and graphic organizer to
locate evidence that can be used to answer the question. Encourage children
to discuss the strength of the evidence cited and give arguments about what
may be strong or weak about a particular citation.

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Use Your Own Text
Getting Ready
Teacher’s
Choice
Classroom Library Teacher’s Choice
‡ Use this lesson with one of the classroom library trade books or another
text of your own choice.
‡ Assign reading of the text. You may wish to do this by section or chapter.
‡ Chunk the text into shorter important passages for rereading.
‡ Present an Essential Question. You may want to use the Unit Big Idea: How
do families and friends learn, grow, and help one another?

Assign the Reading
Ask children to read the assigned sections of the text independently. For
sections that are more difficult for children, you may wish to read the text
aloud or ask children to read with a partner.
Take Notes
As children read, ask them to take notes on difficult parts of the text. Model
how to take notes on
‡ identifying details or parts that are unclear
‡ words they do not know
‡ information they feel is important
‡ ways in which information or events are connected
‡ the genre of the text
You may wish to have children complete a graphic organizer, chosen from
within the unit, to take notes on important information as they read. The
graphic organizer can help them summarize the text.
T496 UNIT 1
A C T H
Help children access the complex features of the text. Scaffold instruction on
tthe following features as necessary:
‡ Purpose ‡ Sentence Structure
‡ Genre ‡ Connections of Ideas
‡ Organization ‡ Prior Knowledge
‡ Specific Vocabulary
Reread the Text How does the author tell us?

Ask children to reread the shorter passages from the text, focusing on how
COLLABORATE the author provides information or develops the characters, setting, and plot.
Focus questions on the following:
Literature Selections Informational Text
Character, Setting, and Plot Main Idea and Supporting
Development Key Details
Word Choice Word Choice
Genre Text Structure
Author’s Point of View Text Features
Genre
Have children discuss the questions they generated. As each child shares
a question, ask all children to go back into the text to find text evidence to
answer the question. Encourage children to
‡ point out the exact place within the text they found the evidence
‡ reread and paraphrase the section of the text that they think supports
their answer
‡ discuss how strong the evidence cited is in answering the question
‡ identify when an answer to a question cannot be found in the text
Essential Question
Have children respond in writing to the Essential Question, considering the
complete text. Children can work with a partner and use their notes and
graphic organizer to locate evidence that can be used to answer the question.

SCOPE & SEQUENCE
K 1 2 3 4 5 6
READING PROCESS
Concepts About Print/Print Awareness
Recognize own name
Understand directionality (top to bottom; tracking print from left to right; return ✔
sweep, page by page)
Locate printed word on page ✔
Develop print awareness (concept of letter, word, sentence) ✔
Identify separate sounds in a spoken sentence ✔
Understand that written words are represented in written language by a specific ✔
sequence of letters
Distinguish between letters, words, and sentences ✔
Identify and distinguish paragraphs
Match print to speech (one-to-one correspondence) ✔
Name uppercase and lowercase letters ✔
Understand book handling (holding a book right-side-up, turning its pages) ✔
Identify parts of a book (front cover, back cover, title page, table of contents); ✔
recognize that parts of a book contain information
Phonological Awareness
Recognize and understand alliteration
Segment sentences into correct number of words
Identify, blend, segment syllables in words ✔
Recognize and generate rhyming words ✔ ✔
Identify, blend, segment onset and rime ✔ ✔
Phonemic Awareness
Count phonemes ✔ ✔
Isolate initial, medial, and final sounds ✔ ✔
Blend spoken phonemes to form words ✔ ✔
Segment spoken words into phonemes ✔ ✔
Distinguish between long- and short-vowel sounds ✔ ✔
Manipulate phonemes (addition, deletion, substitution) ✔ ✔
Phonics and Decoding /Word Recognition
Understand the alphabetic principle ✔ ✔
Sound/letter correspondence ✔ ✔ ✔ ✔
Blend sounds into words, including VC, CVC, CVCe, CVVC words ✔ ✔ ✔ ✔
Blend common word families ✔ ✔ ✔ ✔
✔ = Assessed Skill
KEY
Tinted panels show skills, strategies, and other teaching opportunities.
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Initial consonant blends ✔ ✔ ✔
Final consonant blends ✔ ✔ ✔
Initial and medial short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Decode one-syllable words in isolation and in context ✔ ✔ ✔ ✔
Decode multisyllabic words in isolation and in context using common syllabication ✔ ✔ ✔ ✔ ✔ ✔
patterns
Distinguish between similarly spelled words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor accuracy of decoding
Identify and read common high-frequency words, irregularly spelled words ✔ ✔ ✔ ✔
Identify and read compound words, contractions ✔ ✔ ✔ ✔ ✔ ✔
Use knowledge of spelling patterns to identify syllables ✔ ✔ ✔ ✔ ✔ ✔
Regular and irregular plurals ✔ ✔ ✔ ✔ ✔ ✔ ✔
Long vowels (silent e, vowel teams) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Vowel digraphs (variant vowels) ✔ ✔ ✔ ✔ ✔ ✔
r-Controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Hard/soft consonants ✔ ✔ ✔ ✔ ✔ ✔
Initial consonant digraphs ✔ ✔ ✔ ✔ ✔
Medial and final consonant digraphs ✔ ✔ ✔ ✔ ✔
Vowel diphthongs ✔ ✔ ✔ ✔ ✔ ✔
Identify and distinguish phonemes (initial, medial, final) ✔ ✔ ✔
Silent letters ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Inflectional endings ✔ ✔ ✔ ✔ ✔ ✔
Triple-consonant clusters ✔ ✔ ✔ ✔ ✔
Unfamiliar and complex word families ✔ ✔ ✔ ✔
Structural Analysis/Word Analysis
Common spelling patterns (word families) ✔ ✔ ✔ ✔ ✔ ✔
Common syllable patterns ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Compound words ✔ ✔ ✔ ✔ ✔ ✔
Prefixes and suffixes ✔ ✔ ✔ ✔ ✔ ✔
Root or base words ✔ ✔ ✔ ✔ ✔
Comparatives and superlatives ✔ ✔ ✔ ✔ ✔
Greek and Latin roots ✔ ✔ ✔ ✔ ✔
Fluency
Apply letter/sound knowledge to decode phonetically regular words accurately ✔ ✔ ✔ ✔ ✔ ✔ ✔
Recognize high-frequency and familiar words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Read regularly on independent and instructional levels
Read orally with fluency from familiar texts (choral, echo, partner, Reader’s Theater)
Use appropriate rate, expression, intonation, and phrasing ✔ ✔ ✔ ✔ ✔ ✔
Read with automaticity (accurately and effortlessly) ✔ ✔ ✔ ✔ ✔ ✔
Use punctuation cues in reading ✔ ✔ ✔ ✔ ✔ ✔
BM1
K 1 2 3 4 5 6
Adjust reading rate to purpose, text difficulty, form, and style
Repeated readings
Timed readings ✔ ✔ ✔ ✔ ✔ ✔
Read with purpose and understanding ✔ ✔ ✔ ✔ ✔ ✔
Read orally with accuracy ✔ ✔ ✔ ✔ ✔ ✔
Use context to confirm or self-correct word recognition ✔ ✔ ✔ ✔ ✔ ✔
READING LITERATURE
Comprehension Strategies and Skills
Read literature from a broad range of genres, cultures, and periods ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor/adjust comprehension including reread, reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Story structure (beginning, middle, end) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Visualize
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔
Point of view ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
Compare and contrast (including character, setting, plot, topics) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Literature vs informational text ✔ ✔ ✔
Illustrations, using ✔ ✔ ✔ ✔
Theme, central message, moral, lesson ✔ ✔ ✔ ✔ ✔ ✔
Predictions, making/confirming ✔ ✔ ✔
Problem and solution (problem/resolution) ✔ ✔ ✔ ✔ ✔ ✔
Sequence of events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Literary Elements
Character ✔ ✔ ✔ ✔ ✔ ✔ ✔
Plot development/Events ✔ ✔ ✔ ✔ ✔ ✔ ✔
Setting ✔ ✔ ✔ ✔ ✔ ✔ ✔
Stanza ✔ ✔ ✔ ✔
Alliteration ✔ ✔
Assonance ✔ ✔
Dialogue
Foreshadowing ✔ ✔
BM2 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Flashback ✔ ✔
Descriptive and figurative language ✔ ✔ ✔ ✔ ✔ ✔
Imagery ✔ ✔ ✔
Meter ✔ ✔ ✔
Onomatopoeia
Repetition ✔ ✔ ✔ ✔ ✔ ✔
Rhyme/rhyme schemes ✔ ✔ ✔ ✔ ✔ ✔
Rhythm ✔ ✔
Sensory language
Symbolism
Write About Reading/Literary Response Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect literary texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Interpret text ideas through writing, discussion, media, research
Book report or review
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/ Illustrator’s purpose
READING INFORMATIONAL TEXT
Comprehension Strategies and Skills
Read informational text from a broad range of topics and cultures ✔ ✔ ✔ ✔ ✔ ✔ ✔
Access complex text ✔ ✔ ✔ ✔ ✔ ✔
Build background
Preview and predict ✔ ✔ ✔
Establish and adjust purpose for reading
Evaluate citing evidence from the text
Ask and answer questions ✔ ✔ ✔ ✔ ✔ ✔ ✔
Inferences and conclusions, citing evidence from the text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Monitor and adjust comprehension including reread, adjust reading rate, paraphrase
Recount/Retell ✔ ✔
Summarize ✔ ✔ ✔ ✔ ✔
Text structure ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify text features ✔ ✔ ✔ ✔ ✔ ✔
Make connections between and across texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Author’s point of view ✔ ✔ ✔ ✔
Author’s purpose ✔ ✔
Cause and effect ✔ ✔ ✔ ✔ ✔ ✔ ✔
BM3
K 1 2 3 4 5 6
Compare and contrast ✔ ✔ ✔ ✔ ✔ ✔ ✔
Classify and categorize ✔ ✔
Illustrations and photographs, using ✔ ✔ ✔ ✔
Instructions/directions (written and oral) ✔ ✔ ✔ ✔ ✔ ✔
Main idea and key details ✔ ✔ ✔ ✔ ✔ ✔ ✔
Persuasion, reasons and evidence to support points/persuasive techniques ✔ ✔
Predictions, making/confirming ✔ ✔
Problem and solution ✔ ✔ ✔ ✔ ✔ ✔
Sequence, chronological order of events, time order, steps in a process ✔ ✔ ✔ ✔ ✔ ✔ ✔
Writing About Reading/Expository Critique Discussions
Reflect and respond to text citing text evidence ✔ ✔ ✔ ✔ ✔ ✔
Connect and compare text characters, events, ideas to self, to other texts,
to world
Connect texts to other curriculum areas
Identify cultural and historical elements of text
Evaluate author’s techniques, craft
Analytical writing
Read to understand and perform tasks and activities
Interpret text ideas through writing, discussion, media, research
Locate, use, explain information from text features ✔ ✔ ✔ ✔ ✔ ✔
Organize information to show understanding of main idea through charts, mapping
Cite text evidence ✔ ✔ ✔ ✔ ✔ ✔
Author’s purpose/Illustrator’s purpose
Text Features
Recognize and identify text and organizational features of nonfiction texts ✔ ✔ ✔ ✔ ✔ ✔
Captions and labels, headings, subheadings, endnotes, key words, bold print ✔ ✔ ✔ ✔ ✔ ✔ ✔
Graphics, including photographs, illustrations, maps, charts, diagrams, graphs, ✔ ✔ ✔ ✔ ✔ ✔ ✔
time lines
Self-Selected Reading/Independent Reading
Use personal criteria to choose own reading including favorite authors, genres,
recommendations from others; set up a reading log
Read a range of literature and informational text for tasks as well as for enjoyment;
participate in literature circles
Produce evidence of reading by retelling, summarizing, or paraphrasing
Media Literacy
Summarize the message or content from media message, citing text evidence
Use graphics, illustrations to analyze and interpret information ✔ ✔ ✔ ✔ ✔ ✔ ✔
Identify structural features of popular media and use the features to obtain ✔ ✔ ✔ ✔
information, including digital sources
Identify reasons and evidence in visuals and media message
Analyze media source: recognize effects of media in one’s mood and emotion
Make informed judgments about print and digital media
Critique persuasive techniques
BM4 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
WRITING
Writing Process
Plan/prewrite
Draft
Revise
Edit/proofread
Publish and present including using technology
Teacher and peer feedback
Writing Traits
Conventions ✔ ✔ ✔ ✔ ✔ ✔
Ideas ✔ ✔ ✔ ✔ ✔ ✔
Organization ✔ ✔ ✔ ✔ ✔ ✔
Sentence fluency ✔ ✔ ✔ ✔ ✔ ✔
Voice ✔ ✔ ✔ ✔ ✔ ✔
Word choice ✔ ✔ ✔ ✔ ✔ ✔
Writer’s Craft
Good topic, focus on and develop topic, topic sentence ✔ ✔ ✔ ✔ ✔
Paragraph(s); sentence structure ✔ ✔ ✔ ✔ ✔
Main idea and supporting key details ✔ ✔ ✔ ✔ ✔
Unimportant details
Relevant supporting evidence ✔ ✔ ✔ ✔ ✔
Strong opening, strong conclusion ✔ ✔ ✔ ✔ ✔
Beginning, middle, end; sequence ✔ ✔ ✔ ✔ ✔ ✔
Precise words, strong words, vary words ✔ ✔ ✔ ✔ ✔
Figurative and sensory language, descriptive details
Informal/formal language
Mood/style/tone
Dialogue ✔ ✔ ✔ ✔
Transition words, transitions to multiple paragraphs ✔ ✔ ✔ ✔
Select focus and organization ✔ ✔ ✔ ✔ ✔
Points and counterpoints/Opposing claims and counterarguments
Use reference materials (online and print dictionary, thesaurus, encyclopedia)
Writing Applications
Writing about text ✔ ✔ ✔ ✔ ✔ ✔ ✔
Personal and fictional narrative (also biographical and autobiographical) ✔ ✔ ✔ ✔ ✔ ✔ ✔
Variety of expressive forms including poetry ✔ ✔ ✔ ✔ ✔ ✔ ✔
Informative/explanatory texts ✔ ✔ ✔ ✔ ✔ ✔ ✔
Description ✔ ✔ ✔ ✔
Procedural texts ✔ ✔ ✔ ✔ ✔ ✔
Opinion pieces or arguments ✔ ✔ ✔ ✔ ✔ ✔ ✔
Communications including technical documents ✔ ✔ ✔ ✔ ✔ ✔
Research report ✔ ✔ ✔ ✔ ✔ ✔ ✔
Responses to literature/reflection ✔ ✔ ✔ ✔
BM5
K 1 2 3 4 5 6
Analytical writing
Letters ✔ ✔ ✔ ✔ ✔ ✔
Write daily and over short and extended time frames; set up writer’s notebooks
Penmanship/Handwriting
Write legibly in manuscript using correct formation, directionality, and spacing
Write legibly in cursive using correct formation, directionality, and spacing
SPEAKING AND LISTENING
Speaking
Use repetition, rhyme, and rhythm in oral texts
Participate in classroom activities and discussions
Collaborative conversation with peers and adults in small and large groups using
formal English when appropriate
Differentiate between formal and informal English
Follow agreed upon rules for discussion
Build on others’ talk in conversation, adding new ideas
Come to discussion prepared
Describe familiar people, places, and things and add drawings as desired
Paraphrase portions of text read alone or information presented
Apply comprehension strategies and skills in speaking activities
Use literal and nonliteral meanings
Ask and answer questions about text read aloud and about media
Stay on topic when speaking
Use language appropriate to situation, purpose, and audience
Use nonverbal communications such as eye contact, gestures, and props
Use verbal communication in effective ways and improve expression in
conventional language
Retell a story, presentation, or spoken message by summarizing
Oral presentations: focus, organizational structure, audience, purpose
Give and follow directions
Consider audience when speaking or preparing a presentation
Recite poems, rhymes, songs
Use complete, coherent sentences
Organize presentations
Deliver presentations (narrative, summaries, research, persuasive); add visuals
Speak audibly (accuracy, expression, volume, pitch, rate, phrasing,
modulation, enunciation)
Create audio recordings of poems, stories, presentations
Listening
Identify musical elements in language
Determine the purpose for listening
Understand, follow, restate, and give oral directions
Develop oral language and concepts
Listen openly, responsively, attentively, and critically
BM6 KEY
K 1 2 3 4 5 6
SCOPE & SEQUENCE

Listen to identify the points a speaker makes
Listen responsively to oral presentations (determine main idea and key details)
Ask and answer relevant questions (for clarification to follow-up on ideas)
Identify reasons and evidence presented by speaker
Recall and interpret speakers’ verbal/nonverbal messages, purposes, perspectives
LANGUAGE
Vocabulary Acquisition and Use
Develop oral vocabulary and choose words for effect
Use academic language ✔ ✔ ✔ ✔ ✔ ✔
Identify persons, places, things, actions ✔ ✔ ✔
Classify, sort, and categorize words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Determine or clarify the meaning of unknown words; use word walls ✔ ✔ ✔ ✔ ✔ ✔
Synonyms, antonyms, and opposites ✔ ✔ ✔ ✔ ✔ ✔
Use context clues such as word, sentence, paragraph, definition, example, ✔ ✔ ✔ ✔ ✔ ✔
restatement, description, comparison, cause and effect
Use word identification strategies ✔ ✔ ✔ ✔ ✔ ✔
Unfamiliar words ✔ ✔ ✔ ✔ ✔ ✔
Multiple-meaning words ✔ ✔ ✔ ✔ ✔ ✔
Use print and online dictionary to locate meanings, pronunciation, derivatives, ✔ ✔ ✔ ✔ ✔ ✔
parts of speech
Words ending in -er and -est ✔ ✔ ✔ ✔ ✔
Root words (base words) ✔ ✔ ✔ ✔ ✔ ✔
Greek and Latin affixes and roots ✔ ✔ ✔ ✔ ✔
Denotation and connotation ✔ ✔ ✔
Word families ✔ ✔ ✔ ✔ ✔ ✔
Use a print and online thesaurus ✔ ✔ ✔ ✔ ✔
Use print and online reference sources for word meaning (dictionary, glossaries) ✔ ✔ ✔ ✔ ✔ ✔
Homographs ✔ ✔ ✔ ✔
Homophones ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔
Figurative language such as metaphors, similes, personification ✔ ✔ ✔ ✔ ✔
Idioms, adages, proverbs, literal and nonliteral language ✔ ✔ ✔ ✔ ✔
Analogies
Listen to, read, discuss familiar and unfamiliar challenging text
Identify real-life connections between words and their use
Use acquired words and phrases to convey precise ideas
Use vocabulary to express spatial and temporal relationships
Identify shades of meaning in related words ✔ ✔ ✔ ✔ ✔ ✔ ✔
Word origins ✔ ✔ ✔ ✔
Morphology ✔ ✔ ✔ ✔
BM7
K 1 2 3 4 5 6
Knowledge of Language
Choose words, phrases, and sentences for effect
Choose punctuation effectively
Formal and informal language for style and tone including dialects
Conventions of Standard English/Grammar, Mechanics, and Usage
Sentence concepts: statements, questions, exclamations, commands ✔ ✔ ✔ ✔ ✔ ✔
Complete and incomplete sentences; sentence fragments; word order ✔ ✔ ✔ ✔ ✔ ✔
Compound sentences, complex sentences ✔ ✔ ✔ ✔
Combining sentences ✔ ✔ ✔ ✔ ✔ ✔
Nouns including common, proper, singular, plural, irregular plurals, possessives, ✔ ✔ ✔ ✔ ✔ ✔
abstract, concrete, collective
Verbs including action, helping, linking, irregular ✔ ✔ ✔ ✔ ✔ ✔
Verb tenses including past, present, future, perfect, and progressive ✔ ✔ ✔ ✔ ✔ ✔
Pronouns including possessive, subject and object, pronoun-verb agreement, ✔ ✔ ✔ ✔ ✔ ✔
indefinite, intensive, reciprocal; correct unclear pronouns
Adjectives including articles, demonstrative, proper adjectives that compare ✔ ✔ ✔ ✔ ✔ ✔
Adverbs including telling how, when, where, comparative, superlative, irregular ✔ ✔ ✔ ✔ ✔ ✔
Subject, predicate; subject-verb agreement ✔ ✔ ✔ ✔ ✔ ✔
Contractions ✔ ✔ ✔ ✔ ✔ ✔
Conjunctions ✔ ✔ ✔ ✔
Commas ✔ ✔ ✔ ✔ ✔
Colons, semicolons, dashes, hyphens ✔ ✔
Question words
Quotation marks ✔ ✔ ✔ ✔ ✔
Prepositions and prepositional phrases, appositives ✔ ✔ ✔ ✔ ✔ ✔
Independent and dependent clauses ✔ ✔
Italics/underlining for emphasis and titles
Negatives, correcting double negatives ✔ ✔ ✔
Abbreviations ✔ ✔ ✔ ✔ ✔
Use correct capitalization in sentences, proper nouns, titles, abbreviations ✔ ✔ ✔ ✔ ✔ ✔
Use correct punctuation ✔ ✔ ✔ ✔ ✔ ✔
Antecedents ✔ ✔ ✔ ✔
Homophones and words often confused ✔ ✔ ✔ ✔ ✔
Apostrophes ✔ ✔ ✔ ✔
Spelling
Write irregular, high-frequency words ✔ ✔ ✔
ABC order ✔ ✔
Write letters ✔ ✔
Words with short vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with long vowels ✔ ✔ ✔ ✔ ✔ ✔ ✔
Words with digraphs, blends, consonant clusters, double consonants ✔ ✔ ✔ ✔ ✔ ✔
Words with vowel digraphs and ambiguous vowels ✔ ✔ ✔ ✔ ✔ ✔
Words with diphthongs ✔ ✔ ✔ ✔ ✔ ✔
BM8 KEY
SCOPE & SEQUENCE
K 1 2 3 4 5 6
Words with r-controlled vowels ✔ ✔ ✔ ✔ ✔ ✔
Use conventional spelling ✔ ✔ ✔ ✔ ✔ ✔
Schwa words ✔ ✔ ✔ ✔
Words with silent letters ✔ ✔ ✔ ✔ ✔
Words with hard and soft letters ✔ ✔ ✔ ✔ ✔
Inflectional endings including plural, past tense, drop final e and double consonant ✔ ✔ ✔ ✔ ✔ ✔
when adding -ed and -ing, changing y to i
Homonyms/homophones ✔ ✔ ✔ ✔ ✔
Root and base words (also spell derivatives) ✔ ✔ ✔ ✔
Syllables: patterns, rules, accented, stressed, closed, open ✔ ✔ ✔ ✔
Words with Greek and Latin roots ✔ ✔
Words from mythology ✔ ✔
Words with spelling patterns, word families ✔ ✔ ✔ ✔ ✔ ✔
Study Skills
Directions: read, write, give, follow (includes technical directions) ✔ ✔ ✔ ✔ ✔
Evaluate directions for sequence and completeness ✔ ✔ ✔ ✔
Use library/media center
Use parts of a book to locate information
Interpret information from graphic aids ✔ ✔ ✔ ✔ ✔ ✔
Use graphic organizers to organize information and comprehend text ✔ ✔ ✔ ✔ ✔ ✔
Use functional, everyday documents ✔ ✔ ✔ ✔
Apply study strategies: skimming and scanning, note-taking, outlining
Research Process
Generate and revise topics and questions for research ✔ ✔ ✔ ✔
Narrow focus of research, set research goals ✔ ✔ ✔ ✔
Find and locate information using print and digital resources ✔ ✔ ✔ ✔ ✔ ✔
Record information systematically (note-taking, outlining, using technology) ✔ ✔ ✔ ✔
Develop a systematic research plan ✔ ✔ ✔ ✔
Evaluate reliability, credibility, usefulness of sources and information ✔ ✔
Use primary sources to obtain information ✔ ✔ ✔
Organize, synthesize, evaluate, and draw conclusions from information
Cite and list sources of information (record basic bibliographic data) ✔ ✔ ✔
Demonstrate basic keyboarding skills
Participate in and present shared research
Technology
Use computer, Internet, and other technology resources to access information
Use text and organizational features of electronic resources such as search engines,
keywords, e-mail, hyperlinks, URLs, Web pages, databases, graphics
Use digital tools to present and publish in a variety of media formats
BM9
INDEX
T126, T128, T132, T134, T136, T138, lack of prior knowledge, 1:S5, T111,
A 141A, T142, T150, T188, T190, T197,

T200, T202, T204, T206, T210, T212,
T216, T218, T222, T228, T236, T240,
T139B, T139H, T323B, 2:T323B, T472,
T474, 4:T109, T135B, T198, 5:T45B,
T45G, 6:T199, T403, T405C, T464,
Abbreviations, 2:T209, T221, T233, T239, T278, T280, T286, T290, T292, T294, T465, T466
T247, T301, T313, T325, T331, T339, T296, T300, T302, T306, T312, T318, organization, 1:T203, T387, T473, T474,
3:T25, T37, T49, T55, T63, 4:T297, T309, T322, T330, T350, T370, T372, T376, 2:T47B, T47D, T47H, T127, T387,
T319, T328, T338 T380, T382, T390, T392, T396, T398, T473, 3:T47B, T139B, T139C, T309,
Academic language, 1:T8, T10, T16, T18, T400, T402, T404, T411A, T412, T416, T387, T473, T474, 4:T123, T225B,
T22, T24, T26, T28, T32, T34, T38, T40, T420, T472, T474, T476, T478, T480, T225F, T465, 5:T19, T135B, T135F,
T44, T46, T48, T50, T53A, T54, T56, T62, T482, 5:T8, T10, T12, T16, T20, T22, T24, T464, T466, 6:T289, T315C, T464
T82, T100, T102, T108, T110, T114, T116, T26, T28, T30, T32, T36, T38, T40, T42, purpose, 1:T139B, T139J, T311, T401,
T118, T120, T124, T126, T130, T132, T44, T46, T52, T56, T60, T80, T82, T98, T413C, 2:T19, T231B, T413C, T473,
T136, T138, T140, T142, T146, T148, T100, T106, T110, T112, T114, T116, 3:T111, T231B, T295, T413B, T413C,
T150, T154, T174, T192, T194, T196, T120, T122, T126, T132, T138, T141A,
T200, T206, T208, T210, T216, T218, 4:T313, T315B, T379, T464, T465,
T142, T146, T150, T170, T172, T188, 5:T393, T405C, 6:T225B, T379, T465
T222, T224, T228, T230, T232, T237A,
T190, T196, T202, T204, T206, T210, sentence structure, 1:T473, 2:T309,
T238, T240, T242, T246, T266, T284,
T286, T292, T298, T300, T302, T304, T212, T226, T231A, T234, T236, T260, T401, T472, 3:T45, T231B, T231I,
T308, T310, T314, T320, T322, T324, T278, T280, T282, T286, T290, T292, T399, T472, T474, 4:T225H, T465,
T329A, T330, T332, T334, T338, T358, T294, T296, T300, T302, T308, T312, 5:T33, T301, T465, 6:T109, T225B,
T376, T378, T380, T384, T390, T392, T314, T316, T318, T322, T330, T350, T225C
T394, T396, T398, T400, T404, T406, T372, T376, T382, T390, T392, T398,
specific vocabulary, 1:T53B, T145B,
T408, T410, T412, T414, T418, T419A, T400, T402, T404, T406, T412, T417,
T237B, T323B, T323G, T329B, T419B,
T420, T428, T480, T482, T484, T486, T472, T474, T476, T478, T480, T482,
T472, T474, 2:T47B, T47E, T53B,
T488, T490, 2:T8, T10, T12, T14, T16, T22, 6:T8, T10, T12, T16, T20, T22, T24, T26,
T139B, T139E, T139J, T145B, T237B,
T24, T26, T28, T30, T32, T34, T38, T40, T30, T32, T36, T40, T44, T48, T56, T60,
T42, T44, T46, T48, T50, T52, T54, T58, T323B, T329B, T413B, T419B, T473,
T98, T100, T106, T110, T112, T114, T116,
T60, T62, T82, T84, T100, T102, T108, T474, 3:T53B, T145B, T231B, T231C,
T120, T122, T126, T128, T132, T134, T237B, T329B, T419B, T472, T473,
T110, T114, T116, T118, T120, T124, T136, T142, T144, T146, T150, T188,
T126, T130, T132, T136, T138, T140, 4:T31, T45B, T45E, T45H, T51B,
T190, T192, T196, T200, T202, T204, T135B, T141B, T225, T225B, T225K,
T142, T146, T148, T154, T174, T192,
T206, T208, T210, T212, T216, T218, T231B, T321B, T405B, T411B, T464,
T194, T200, T206, T210, T212, T216,
T220, T222, T226, T230, T231A, T232, 5:T45B, T45D, T51B, T141B, T225D,
T218, T222, T224, T228, T230, T234,
T238, T242, T246, T266, T268, T284, T240, T278, T280, T282, T286, T290, T231B, T289, T321B, T379, T411B,
T286, T292, T298, T300, T302, T304, T292, T294, T296, T300, T302, T306, T464, T466, 6:T45B, T45G, T51B,
T308, T310, T314, T320, T322, T329A, T314, T316, T318, T324, T326, T370, T133, T141B, T225B, T231B, T315F,
T330, T332, T334, T338, T358, T360, T382, T384, T386, T390, T392, T396, T321B, T405B, T405C, T411B
T376, T378, T380, T384, T388, T390, T398, T400, T402, T406, T410, T411A,
Adjectives. See Grammar.
T392, T394, T396, T398, T400, T404, T412, T416, T420, T472, T474, T476,
T408, T410, T412, T414, T418, T419A, T478, T480, T482 Adverbs. See Grammar.
T424, T428, T480, T486, T488, T490, Access complex text Alliteration, 3:T394, T432, 4:T376
3:T8, T10, T16, T22, T24, T26, T28, T32, Alphabetical order, using, 2:T466,
T34, T38, T44, T46, T48, T50, T53A, T54, connections of ideas, 1:T47D, T47B,
3:T466, 5:T387, T399, T409, T418, T428,
T58, T62, T82, T100, T102, T108, T110, T47H, T137, T139B, T139F, T472,
T458
T114, T118, T120, T126, T130, T132, T474, 2:T45, T111, T203, T231B,
T136, T138, T142, T154, T174, T192, T231H, T474, 3:T47C, T47B, T139D, Analytical writing. See Write about
T194, T200, T206, T208, T210, T212, T139B, T203, T323D, T473, 4:T403, reading.
T218, T228, T230, T234, T237A, T240, T466, 5:T45B, T45H, T109, T135B, Antonyms. See Grammar; Phonics:
T242, T246, T266, T284, T286, T288, T135E, T135H, T135J, T315D, T315F, structural analysis; Vocabulary skills
T292, T298, T300, T302, T304, T306, T465, 6:T135B, T135H, T223, T465, and strategies.
T308, T310, T314, T316, T320, T322, T466 Approaching level options
T324, T326, T329A, T330, T338, T358,
genre, 1:T19, T45, T47B, T229, T231B, comprehension, 1:T72–T73, T164–T165,
T376, T378, T384, T390, T392, T398,
T400, T404, T406, T410, T412, T416, T231D, T295, T472, T473, 2:T139B, T256–T257, T348–T349, T438–T439,
T419A, T420, T424, T480, T482, T484, T229, T295, T323B, T411, T472, 2:T72–T73, T164–T165, T256–T257,
T486, T488, T490, 4:T8, T10, T12, T14, 3:T19, T137, T219, T472, T474, 4:T19, T348–T349, T438–T439, 3:T72–T73,
T20, T22, T24, T28, T30, T32, T36, T38, T45C, T45B, T289, T315B, T464, T466, T164–T165, T256–T257, T348–T349,
T40, T42, T44, T46, T50, T51A, T52, T56, 5:T133, T198, T223, T464, T465, T466, T438–T439, 4:T70–T71, T160–T161,
T58, T60, T80, T98, T100, T102, T106, 6:T19, T43, T45B, T135B, T135D, T250–T251, T340–T341, T430–T431,
T110, T112, T114, T116, T120, T122, T313, T315G, T464, T466 5:T70–T71, T160–T161, T250–T251,
BM10 INDEX Key X = Unit X

INDEX
T340–T341, T430–T431, 6:T70–T71, self-selected reading, 1:T73, T165, T257, T468–T469, 5:T45E, T88–T89, T135I,
T160–T161, T250–T251, T340–T341, T349, T439, 2:T73, T165, T257, T349, T135M, T178–T179, T225B, T225D,
T430–T431 T439, 3:T73, T165, T257, T349, T439, T268–T269, T315F, T358–T359,
fluency, 1:T72, T164, T256, T348, T434, 4:T71, T161, T251, T341, T431, 5:T71, T448–T449, T468–T469, 6:T45D,
T435, T438, 2:T348, T435, T438, T161, T251, T341, T431, 6:T71, T161, T45H, T88–T89, T135D, T135E,
3:T249, T253, T256, T341, T345, T348, T341, T431 T135I, T178–T179, T225D, T225H,
4:T70, T160, T243, T247, T250, T333, vocabulary, 1:T71, T163, T255, T347, T268–T269, T315E, T315G, T315H,
T336, T337, T340, 5:T66, T67, T69, T437, 2:T255, T347, T472, 3:T71, T358–T359, T448–T449, T468–T469
T153, T156, T157, T160, T243, T246, T163, T255, T347, 4:T69, T159, T249, scoring rubrics, 1:T469, T485, T491,
T247, T250, T333, T336, T337, T340, T339, T464, 5:T159, T249, T339, T429, 2:T469, T485, T491, 3:T469, T485,
T430, 6:T63, T66, T67, T70, T153, T464, 6:T67, T249, T339, T464 T491, 4:T461, T477, T483, 5:T461,
T156, T157, T160, T243, T246, T250, Assessment T477, T483, 6:T461, T477, T483
T333, T337, T340 Smart Start, 1:S34–S35
diagnostic, 1:T91, T183, T275, T367,
high-frequency words, 1:T71, T163, T457, T472–T475, T477, 2:T91, summative (unit) assessment,
T255, T347, T437, 2:T255, T347, T437, T183, T275, T367, T457, T472–T475, 1:T476–T477, 2:T476–T477,
3:T71, T163, T255, T347, T437, 4:T69, T477, 3:T91, T183, T275, T367, T457, 3:T476–T477, 4:T468–T469,
T159, T249, T339, T429, 5:T69, T159, T472–T475, T477, 4:T89, T179, T269, 5:T468–T469, 6:T468–T469
T249, T339, T429, 6:T67, T249, T339, T359, T449, T464–T467, T469, 5:T89, timed-reading, 1:T90, T182, T274, T366,
T429 T179, T269, T359, T449, T464–T467, T456, T476, 2:T90, T182, T274, T366,
leveled reader lessons, 1:T64–T65, T469, 6:T89, T179, T269, T359, T449, T456, T476, 3:T90, T182, T274, T366,
T156–T157, T248–T249, T340–T341, T464–T467, T469 T456, T476, 4:T88, T178, T268, T358,
T430–T431, 2:T64–T65, T156–T157, digital, 1:T90, T182, T274, T366, T456, T448, T468, 5:T88, T178, T268, T358,
T248–T249, T340–T341, T430–T431, T476, 2:T90, T182, T274, T366, T456, T448, T468, 6:T88, T178, T268, T358,
3:T64–T65, T156–T157, T248–T249, T476, 3:T90, T182, T274, T366, T456, T448, T468
T340–T341, T430–T431, 4:T62–T63, T476, 4:T88, T178, T268, T358, T448, word knowledge, 1:T61, T90, T153,
T152–T153, T242–T243, T332–T333, T468, 5:T88, T178, T268, T358, T448, T182, T245, T274, T337, T366, T427,
T422–T423, 5:T62–T63, T152–T153, T468, 6:T88, T178, T268, T358, T448, T456, T476, 2:T61, T90, T153, T182,
T242–T243, T332–T333, T422–T423, T468 T245, T274, T337, T366, T427, T456,
6:T62–T63, T152–T153, T242–T243, end-of-week, 1:T90–T91, T182–T183, T476, 3:T61, T90, T153, T182, T245,
T332–T333, T422–T423 T274–T275, T366–T367, T456–T457, T274, T337, T366, T427, T456, T476,
level up, 1:T65, T157, T249, T341, T431, 2:T90–T91, T182–T183, T274–T275, 4:T59, T149, T178, T239, T268, T329,
T472, 2:T65, T157, T249, T341, T431, T366–T367, T456–T457, 3:T90–T91, T358, T419, T448, T468, 5:T59, T149,
T472, 3:T65, T157, T249, T341, T431, T182–T183, T274–T275, T366–T367, T178, T239, T268, T329, T358, T419,
T472, 4:T63, T153, T243, T333, T423, T456–T457, 4:T88–T89, T178–T179, T448, T468, 6:T59, T149, T178, T239,
T464, 5:T63, T153, T243, T333, T423, T268–T269, T358–T359, T448–T449, T268, T329, T358, T419, T448, T468
T464, 6:T63, T153, T243, T333, T423, 5:T88–T89, T178–T179, T268–T269, writing prompt, 1:T90, T182, T274,
T464 T358–T359, T448–T449, 6:T88–T89, T366, T456, T476, 2:T90, T182, T274,
phonemic awareness, 1:T66–T67, T178–T179, T268–T269, T358–T359, T366, T456, T476, 3:T90, T182, T274,
T158–T159, T250–T251, T342–T343, T448–T449 T366, T456, T476, 4:T88, T178, T268,
T432–T433, 2:T66–T67, T158–T159, fluency. See Fluency. T358, T448, T468, 5:T88, T178, T268,
T250–T251, T342–T343, T432–T433, T358, T448, T468, 6:T88, T178, T268,
portfolio, 1:T471, 2:T471, 3:T471,
3:T66–T67, T158–T159, T250–T251, T358, T448, T468
4:T463, 5:T463, 6:T463
T342–T343, T432–T433, 4:T64–T65, Authors, main selection
progress monitoring, 1:T15, T47I,
T154–T155, T244–T245, T334–T335, T90–T91, T139E, T139H, T182–T183, Adler, David A., 6:T315A–T315J
T424–T425, 5:T64–T65, T154–T155, T231F, T231H, T274–T275, T323E, Bang, Molly, 6:T135A–T135J
T244–T245, T334–T335, T424–T425, T323I, T366–T367, T413A,
6:T64–T65, T154–T155, T244–T245, Bennett, Kelly, 1:T231A–T231J
T456–T457, T476–T477, T485, T491,
T334–T335, T424–T425 2:T47C, T47H, T90–T91, T139E, Bruchac, Joseph, 4:T315A–T315E
phonics, 1:T68–T70, T160–T162, T139H, T182–T183, T231D, T231G, Cobb, Vicki, 3:T47A–T47I
T252–T254, T344–T346, T434–T436, T265, T274–T275, T323C, T323F, DiPucchio, Kelly, 5:T45A–T45K
2:T68–T70, T160–T162, T252–T254, T366–T367, T456–T457, T476–T477, Hatkoff, Craig, 1:T323A–T323J
T344–T346, T434–T436, 3:T68–T70, 3:T47F, T90–T91, T139E, T139G,
T160–T162, T252–T254, T344–T346, T182–T183, T231I, T274–T275, Hatkoff, Isabella, 1:T323A–T323J
T434–T436, 4:T66–T68, T156–T158, T323C, T323D, T345, T366–T367, Hatkoff, Juliana, 1:T323A–T323J
T246–T248, T336–T338, T426–T428, T413A, T435, T456–T457, T476–T477, Hughes, Langston, 4:T405A–T405B
5:T66–T68, T156–T158, T246–T248, 4:T45G, T67, T88–T89, T135C, T135E,
Jaffe, Nina, 6:T45A–T45K
T336–T338, T426–T428, 6:T66–T68, T157, T178–T179, T225H, T225L,
T156–T158, T246–T248, T336–T338, T247, T268–T269, T315B, T315D, Jerome, Elaine, 5:T315A–T315I
T426–T428 T337, T358–T359, T448–T449, Kalman, Bobbie, 2:T323A–T323H
INDEX BM11
Keller, Holly, 1:T47A–T47K, T53A–T53B text size, 3:T47I vocabulary, 1:T80, T172, T264, T356,
Khan, Rukhsana, 1:T139A–T139K theme, 3:T139J T446, 2:T80, T172, T264, T356, T446,
3:T80, T172, T264, T356, T446, 4:T78,
Levinson, Nancy Smiler, 4:T45A–T45J tone, 6:T225I T168, T258, T348, T438, 5:T78, T168,
Lindsay, Vachel, 2:T413B–T413C vivid verbs, 1:T47K, 2:T237A T258, T348, T438, 6:T78, T168, T258,
London, Jonathan, 2:T47A–T47J vivid words, 6:T321A T348, T438
Markle, Sandra, 4:T135A–T135F word choice, 1:T47E, T139C, T231C, Big idea, big question, 1:xii, T1, T92, T184,
McCarthy, Meghan, 6:T225A–T225I T323E, T323J, 2:T47K, T139D, T413B, T276, T368, T458, T466–T467, 2:xii,
3:T231J, T237A, 4:T45H, T225D, T1, T92, T184, T264, T276, T368, T458,
Rocco, John, 2:T139A–T139K T466–T467, 3:xii, xiii, T1, T92, T184,
5:T45C, T135N, T315G
Ruiz-Flores, Lupe, 5:T315A–T315I T368, T376, T458, T466–T467, 4:xii,
Author’s purpose, 1:T47K, T139L, T231J, T1, T90, T180, T270, T360, T450, T458,
Rylant, Cynthia, 3:T139A–T139J
T323J, T494, 2:T47K, T139L, T231J, 5:xii, T1, T90, T180, T270, T360, T450,
Sayre, April Pulley, 2:T231A–T231J T323I, T494, 3:T34–T35, T47B, T47C, T458–T459, 6:xii, T1, T90, T180, T270,
Shannon, Monica, 2:T413A T47E, T47H, T47I, T47J, T64, T72, T73, T360, T450, T458–T459
Simon, Seymour, 3:T323A–T323F T74, T77, T79, T81, T139J, T218–T219,
Biography, 5:T222–T223, T225A, T225H,
T231B, T231C, T231D, T231F, T231G,
Sullivan, Sarah, 5:T135A–T135N T242–T243, T252–T253, T256–T257
T231J, T231L, T248, T256, T257, T258,
Tonatiuh, Duncan, 4:T225A–T225O T261, T263, T265, T315, T323C, T323F, Brainstorming, 1:T57, T123, T140, T241,
Velasquez, Eric, 5:T225A–T225F T405, 4:T45J, T135F, T225O, T315E, T299, T333, T465, T466, T468, 2:T115,
T241, T464, T465, 3:T87, T149, T156,
Winter, Jeanette, 3:T231A–T231J 5:T45K, T135N, T217, T225D, T225F,
T279, T363, T464, T465, 4:T235, T457,
Author’s craft T315J, T486, 6:T45K, T122–T123,
T460, 5:T29, T135A, T144, T457, T460,
T135I, T135C, T135E, T135F, T135H,
characters, 4:T321A 6:T111, T457, T460
T135J, T135L, T152–T153, T160, T161,
descriptive details, 6:T231A T162–T163, T164, T167, T169, T225I, Build background, 1:T8, T82, T100, T174,
descriptive language, 5:T45K, T225F T315J T192, T266, T284, T358, T376, T448,
2:T8, T82, T100, T174, T192, T266, T284,
details and facts, 2:T323G Author’s use of language, 2:T494 T358, T376, T448, 3:T8, T82, T100, T174,
dialogue, 1:T139K, 2:T139L, 4:T315E, Automatic recognition of words. See T192, T266, T284, T358, T376, T448,
5:T135J Fluency. 4:T8, T80, T98, T170, T188, T260, T278,
examples, 4:T135F T350, T368, T440, 5:T8, T80, T98, T170,
T188, T260, T278, T350, T368, T440,
figurative language, 4:T51A, T405C
giving information, 4:141A
idioms, 6:T225G
imagery, 2:T47K
B 6:T8, T80, T98, T170, T188, T260, T278,
T350, T368, T440
informal language, 6:T315J

interview format, 1:T329A
metaphor, 2:T47H
Base words. See Vocabulary
development.
Beyond level options
C
comprehension, 1:T81, T173, T265, Capitalization. See Grammar.
onomatopoeia, 2:T47E, 5:T231A, T357, T447, 2:T81, T173, T265, T357,
6:T135H Cause and effect, identifying. See under
T447, 3:T81, T173, T265, T357, T447,
Comprehension skills.
organization, 3:T323F, 4:T45J 4:T79, T169, T259, T349, T439, 5:T79,
T169, T259, T349, T439, 6:T79, T169, Character. See under Comprehension
paragraphs, 5:T141A skills.
T259, T349, T439
photographs and charts, 3:T53A Classroom library, 1:T492–T497,
leveled reader lessons, 1:T78–T79,
photographs and diagrams, 2:T323H 2:T492–T497, 3:T492–T497, 4:T484–T489,
T170–T171, T262–T263, T354–T355,
point of view, 6:T315B 5:T484–T489, 6:T484–T489
T444–T445, 2:T78–T79, T170–T171,
repetition, 1:T231J, 2:T231J, 3:T329A, T262–T263, T354–T355, T444–T445, Close reading
6:T45C, T135C 3:T78–T79, T170–T171, T262–T263, informational text, 1:T145A–T145B,
rhyming poems, 1:T237A T354–T355, T444–T445, 4:T76–T77, T294–T297, T308–T311, T320–T323I,
T166–T167, T256–T257, T346–T347, T329A–T329B,T386–T387,T398–T401,
rhyming words, 1:T53A
T436–T437, 5:T76–T77, T166–T167, T410–T413C, T419A–T419B,
sensory details, 4:T411A T256–T257, T346–T347, T436–T437, T464–T465, T475, 2:T53A–T53B,
sensory images, 6:T45K 6:T76–T77, T166–T167, T256–T257, T202–T205, T216–T219, T228–T231I,
similes, 3:T419A, 6:T135J T346–T347, T436–T437 T237A–T237B,T294–T297,T308–T311,
T322–T323H, T329A–T329B,
sound words, 2:T419A level up, 1:T475, 2:T475, 3:T475, 4:T467,
T464–T465, T475, T493–T497,
story structure, 5:T45H 5:T467, 6:T467
3:T18–T21, T32–T35, T44–T45,
strong verbs, 6:T411A self-selected reading, 1:T81, T173, T265, T44–T47I, T53A–T53B, T145A–T145B,
T357, T447, T475, 2:T81, T173, T265, T202–T205, T216–T219, T228–T231J,
style, 5:T135D
T357, T447, 3:T81, T173, T265, T357, T294–T297, T308–T311, T320–T323E,
supporting details, 1:T419A, 5:T51A, T447, 4:T79, T169, T259, T349, T439, T329A, T386–T387, T398–T401,
T411A 5:T79, T169, T259, T349, T439, 6:T79, T413A–T413D, T475, 4:T18–T19,
text features, 2:T139G, T231G, T329A T169, T259, T349, T439 T30–T33, T42–T45I, T108–T109,

INDEX
T122–T123, T132–T133, T134–T135E, Complexity of text. See Access complex T308, T398, T400, 4:T30, T32, T120,
T141A–T141B,T198–T199,T210–T213, text. T122–T123, T127, T210, T212, T217,
T222–T225N, T231A–T231B, T467, Compound words. See Phonics: T300–T301, T302, T307, T392, T397,
5:T198–T199,T210–T213,T222–T225E, structural analysis; Vocabulary skills 5:T32, T120–T121, T122–T123, T210,
T288–T289, T300–T303, T378–T379, and strategies. T212, T217, T300, T302, T307, T390,
T390–T393, T402–T405C, T467, T397, 6:T30, T32, T120, T122, T305,
Comprehension skills, 5:T250
6:T51A–T51B,T108–T109,T132–T135I, T307, T390, T392, T397
T141A–T141B,T198–T199,T210–T213, author’s purpose, 1:T494, 3:T34–T35,
illustrations/photographs, using, 1:T44,
T222–T223H, T231A–T231B, T47B, T47C, T47E, T47H, T47J, T64,
T248, T258, T263, T323B, T323D,
T288–T289, T312–T314I, T465 T72, T74, T77, T79, T81, T218–T219,
T323F, T323H, T323L, T340–T341,
T231B, T231C, T231D, T231F, T231G,
literature, 1:S10–S11, T349, T350–T351, T353, T355, T357,
T231J, T231L, T248, T256, T257, T258,
T18–T21, T32–T35, T44–T47K, T405, T413B, 2:T39, T131, T223, T315
T261, T263, T265, T315, T323C, T405,
T53A–T53B, T110–T113, T124–T127, 5:T217, T225D, 6:T122–T123, T135C, key details, 1:S16, S22, T34, T39, T47I,
T136–T139J, T202–T205, T216–T219, T135E, T135F, T135H, T135I, T135L, T47B, T47C, T47D, T47F, T47G, T47J,
T228–T231J, T492–T497, 2:T18–T21, T152–T153, T160, T161, T162–T163, T47L, T49, T64, T72, T73, T74–T75,
T32–T35, T44–T45, T47A–T47J, T164, T167, T169 T77, T79, T81, T131, T139C, T310,
T110–T113, T124–T125, T136–T137, T315, T323B, T323D, T323F, T323H,
cause and effect, 4:T122–T123, T135B,
T139A–T139K, T145A–T145B, T323L, T340–T341, T348, T349,
T135C, T135E, T135H, T152–T153,
T386–T389, T398–T401, T410–T413C, T350–T351, T353, T355, T357, T400,
T160, T161, T162–T163, T165, T167,
T419A–T419B, 3:T110–T113, T413B, T413C, T413D, T430, T438,
T169, 5:T392–T393, T405B, T405C,
T124–T127, T136–T137, T138–T139I, T439, T440, T443, T445, T447, T494,
T405D, T422–T423, T430, T431,
4:T288–T289,T300–T303,T312–T315B, 2:T39, T47E, T47G, T131, T139D,
T432–T433, T435, T436–T437, T439,
T321A–T321B, T378–T379, T218, T223, T231B, T231D, T231F,
6:T127, T135E, T135F
T402–T405B, 5:T18–T19, T30–T33, T231G, T231H, T231I, T231L, T248,
character, 3:T139L, T156, T164, T166, T257, T258, T261, T262, T265, T310,
T42–T45J, T51A–T51B, T108–T109,
T169, T171, T173, T493, 4:T307 T315, T323B, T323D, T323E, T323G,
T120, T120–T121, T132–T135M,
T134, T312–T315I, 6:T18–T19, character, setting, plot/events, 1:S4, T323H, T323J, T340, T349, T350,
T30–T33, T42–T45J, T300–T303, S10, T126, T139B, T139C, T139E, T353, T355, T357, T400, T405, T413A,
T378–T379, T390–T393, T402–T405C, T139F, T139G, T139I, T139L, T413C, T430, T438, T439, T440,
T411A–T411B, T456 T156–T157, T164, T165, T166–T167, T443, T445, T447, 3:T39, T47C, T223,
T169, T171, T173, T218–T219, T223, T231H, T310–T311, T323B, T323H,
Close reading routine, 1:T492– T231B, T231D, T231E, T231F, T231H, T340, T348, T349, T350–T351, T353,
T497, 2:T492–T497, 3:T492–T497, T231I, T231L, T248–T249, T257, T355, T357, T400, T413D, T430, T438,
4:T484–T489, 5:T484–T489, T258–T259, T261, T263, T265, T463, T439, T440–T441, T443, T445, T447,
6:T484–T489 T494, 2:T34, T47B, T47C, T47F, T47G, T494, 4:T37, T45D, T127, T135D,
Collaborative conversations T47I, T47L, T64, T72, T73, T74, T77, T397, 6:T212, T225C, T225D, T225E,
add new ideas, 1:T56, T284, 2:T56, T100, T79, T81, T126, T139F, T139N, T156, T225J, T242–T243, T250, T252–T253,
T148, T240, 3:T192, T240, 4:T188, T164, T165, T166, T169, T171, T173, T255, T257, T259, T307, T315B,
T234, T278, 5:T98, T188, T234, T368, T463, 3:T139L, T156, T166, T169, T315C
T414, 6:T8, T54, T188, T234 T171, T173, 4:T307, 6:T70 main topic/idea, 1:T413C, 2:T218,
compare and contrast T231B, T231D, T231F, T231I, T231L,
ask and answer questions, 1:S29, T332,
characters, 4:T225N, T242–T243, T248, T256, T257, T258, T261, T262,
2:T192, 4:T8, T54, 5:T278, T324,
T251, T252–T253, T255, T257, T265, T310, T323B, T323D, T323E,
6:T278, T324
T259, T307 T323G, T323H, T323J, T340, T348,
be open to all ideas, 1:T192, 2:T376, T349, T350, T353, T355, T357, 3:T39,
T422, 3:T8, T56, 4:T368, T414, 6:T98, events, 4:T212–T213, T225, T225I,
T47C, T223, T231H, T310–T311,
T144, T368, T414 T225B, T225G, T225H, T225J,
T323B, T323E, T323H, T340, T349,
T225K, T225M, T225P, T242–T243,
listen carefully, 1:S5, T100, T148, T376, T350–T351, T353, T355, T357,
T250, T251, T252–T253, T255,
T422, 3:T148, T284, T332, 4:T98, T400, T413B, T413C, T413D, T439,
T257, T259, T307
T144, 5:T8, T54, T144 T440–T441, T443, T445, T447, 4:T37,
setting, 4:T32, T45I, T45B, T45C, T45F, T45D, T127, T135D, 6:T212, T225C,
take turns talking, 1:S5, T8, T240, 2:T8, T45L, T71, T72–T73, T75, T77, T79, T225D, T225E, T225J, T242–T243,
T284, T332, 3:T100, T376, T422, T307 T250, T252, T255, T257, T259, T307,
4:T324
two texts. See Comparing texts; T315B, T315C
Compare and contrast. See Text connections: making plot, 1:T165, 3:T126–T127, T131,
Comprehension skills. connections across texts. T139L, T156, T166, T169, T171, T173,
Comparing texts, 1:T53A, T145A, T237A, connections within text, 4:T32, T486, 4:T212–T213, T307
T329A, T419A, 2:T53A, T145A, T237A, 5:T212, T397, T405C, T486, 6:T127, point of view, 5:T32–T33, T45I, T45B,
T329A, T419A, 3:T53A, T145A, T237A, T217, T225B, T302, T332–T333, T340, T45D, T45F, T45L, T62–T63, T69–T70,
T329A, T419A, 4:T51A, T141A, T231A, T341, T342–T343, T345, T347, T486 T72–T73, T75, T77, T79, T122–T123,
T321A, T411A, 5:T51A, T141A, T231A, explain/model/practice, 1:T34, T124, T135B, T135D, T135E, T135G, T135K,
T321A, T411A, 6:T51A, T141A, T231A, T126, T218, T223, T400, T405, 2:T34, T135L, T135M, T135P, T152–T153,
T321A, T411A T39, T124, T126, T131, T216, T218, T160, T161, T162, T165, T167, T169,
See also Text connections: making T223, T308, T310, T315, T400, T405, T307, T315C, T315G, 6:T37, T45E,
connections across texts. 3:T124–T125, T126, T216, T223, T392, T405A, T405C
INDEX BM13
problem and solution, 2:T126, T139I, T139E, T139H, T139J, T156, T166, T341, T345, T349, T431, T435, T439,
T139B, T139C, T139D, T139F, T139K, T170, T175, T195, T211, T216, T231C, 6:T71, T75, T79, T161, T165, T169,
T156, T165, T166, T169, T171, T173, T231D, T231E, T231G, T248, T258, T251, T255, T259, T341, T345, T349,
3:T131, T139C, T139G, 5:T302, T262, T267, T323F, 5:T300–T301, T431, T435, T439
T312, T315B, T315C, T315E, T315G, T315B, T315D, T315E, T315H, T332, similes, 3:T47C, T47J
T315H, T315I, T315L, T332–T333, T342, T346, T351, T390–T391, T405A,
T340, T341, T342–T343, T345, T347, T405B, T422, T432, T436, T441, story structure, 1:T136–T137, 3:T494
T349, 6:T302–T303, T315D, T315F, 6:T45H See also Comprehension skills:
T315I, T315L, T332–T333, T340, T341, plot.
reading rate, adjust. See Fluency: rate.
T342–T343, T345, T349 summarize, 1:T47L, T139L, T231K,
reread, 1:T359, 2:T287, T303,
sequence of events, 3:T126–T127, T323K, T465, 2:T47L, T139M, T231K,
T308–T309, T323B, T323C, T323E,
T139B, T139D, T139F, T139H, T139I, T323C, T323J, T413D, 3:T47J, T126,
T323H, T340, T350, T354, T359,
T139L, T156, T165, T166, T169, T139H, T139K, T323G, T465, 4:T45E,
T430, T440, T444, T448, 3:T11, T27,
T171, T173, 4:T217, T225E, T225F, T32–T33, T47B, T47C, T47E, T47F, T45K, T135G, T225P, T315F, T405C,
5:T212–T213, T225B, T225C, T225E, T47G, T64, T74, T78, T83, T103, T119, T457, 5:T30–T31, T45C, T45D, T45E,
T225H, T242–T243, T251, T252–T253, T124, T139B, T139E, T139F, T139G, T45L, T62, T72, T76, T81, T101,
T255, T257, T259, T397, T405C, T156, T166, T170, T175, T231H, T120–T121, T135C, T135H, T135I,
6:T217, T225G T231I, 4:T11, T25, T30–T31, T45F, T135K, T135M, T135O, T152, T162,
T45G, T72, T76, T81, T101, T115, T166, T171, T191, T210, T225B,
theme, 4:T302, T315C, T315D, T315F,
T332–T333, T341, T342–T343, T120–T121, T135B, T135C, T152, T225C, T225D, T225G, T242, T252,
T345, T347, T349, T392–T393, T161, T162, T166, T171, T225L, T351, T256, T261, T315K, T457, 6:T45L,
T405A–T405B, T422–T423, T430, 5:T45G, 6:T30–T31, T45B, T45D, T45F, T135K, T210–T211, T225B, T225E,
T431, T432–T433, T435, T436–T437, T45G, T62, T72, T76, T81, T120–T121, T225J, T242, T252, T256, T261,
T439, 5:T37, T45I, T127, T135I, T135B, T135D, T135G, T152, T162, T300–T301, T315B, T315H, T315K,
6:T32–T33, T45B, T45C, T45D, T45H, T166, T170, T225F, T225H T332, T342, T346, T350, T405C,
T45I, T45J, T45L, T62, T71, T72–T73, retell, 1:S8, S14, S20, S26, T27, T49, T75, T405D, T457
T75, T77, T79, T397, T422–T423, T79, T119, T157, T167, T171, T177, synthesize, 2:T79, T171, T263, T355,
T430, T431, T432–T433, T435, T211, T249, T259, T263, T269, T303, 3:T79, T171, T263, T355, 4:T77, T78,
T436–T437, T439 T341, T351, T355, T361, T393, T431, T167, T257, T258, T347, 5:T77, T168,
Comprehension strategies T441, T445, T451, 2:T27, T65, T75, T169, T257, T349, 6:T79, T167
T79, T85, T119, T157, T167, T171, visualize, 1:S4, S10, T11, T27, T32–T33,
ask and answer questions, 1:S16, S22,
T211, T249, T259, T263, T303, T341, T47B, T47D, T47E, T47F, T47G, T47H,
T53A, T145A, T145B, T195, T211,
T351, T355, T361, T393, T431, T441, T47I, T64, T74, T78, T83, T103, T119,
T216–T217, T231B, T231C, T231E,
T451, 3:T27, T75, T79, T85, T119, T124, T139B, T139C, T139E, T139F,
T231F, T231G, T237A, T248, T258,
T157, T167, T171, T177, T211, T249, T139G, T139H, T139I, T156, T166,
T262, T267, T287, T303, T308–T309,
T259, T263, T303, T341, T355, T361, T170, T175, T231H, 4:T191, T205,
T323B, T323C, T323D, T323F, T323G,
T393, T431, T441, T445, T451, 4:T25, T210, T225C, T225E, T225H, T225I,
T323I, T329A, T340, T350, T354,
T73, T77, T83, T115, T153, T163,
T379, T393, T398, T413A, T413B, T225J, T225L, T242, T252, T256,
T167, T173, T205, T243, T253, T257,
T419A, T430, T440, T444, T449, T475, T300–T301, T315B, T315C, T315D,
T263, T295, T333, T343, T347, T353,
T494, 2:T47H, T53A, T53B, T145A, T332, T342, T346, T422, T432, T436,
T423, T433, T437, T443, 5:T25, T63,
T145B, T237A, T329A, T419A, T475, T441, 5:T45J, 6:T422, T432, T436,
T73, T77, T83, T115, T153, T163,
3:T47F, T53A, T145A, T145B, T195, T441
T167, T173, T205, T243, T253, T257,
T211, T216–T217, T231B, T231C, T263, T295, T333, T343, T347, T353, Computer literacy
T231D, T231F, T237A, T248, T258, T385, T423, T433, T437, T443, T455, access interactive features, 1:T464,
T262, T267, T303, T308–T309, T323B, 6:T25, T63, T73, T77, T83, T115, T153, 2:T464, 3:T464, 4:T456, 5:T456,
T323D, T329A, T329B, T340, T350, T163, T167, T205, T243, T253, T257,
T354, T359, T379, T398–T399, T413A, 6:T456
T263, T295, T333, T347, T353, T385,
T419A, T430, T440, T444, T449, T475, audio clips, 6:T456
T423, T433, T437, T443
4:T45I, T51A, T51B, T135E, 141A, bookmarking, 3:T465
T141B, T231A, T231B, T321A, T321B, See also Retelling.
browsers, 3:T465
T411A, T467, 5:T51A, T51B, T135G, seek clarification, 1:T11, T103, 2:T11,
T141A, T231A, T321A, T321B, T411A, T103, 3:T11, T103, 4:T101, T191, choosing reliable sources, 2:T465
T467, 6:T45F, T51A, T51B, T141A, 5:T101, T191, 6:T101, T191 hyperlinks, 1:T464, 2:T464, 3:T464,
T141B, T231A, T321A, T411A, T465 self-selected reading, 1:T73, T77, T81, 4:T456, 5:T456, 6:T456
central message, 2:T150, T1136, T165, T169, T173, T257, T261, T265, key words, 1:T465, 2:T465, 6:T457
3:T237A, 4:T302, T312, T321A, T327, T349, T353, T357, T439, T443, T447,
locating images, 4:T457
5:T30, T36, T126, 6:T32, T36, T42, 2:T73, T77, T81, T165, T169, T173,
T321A T257, T261, T265, T349, T353, T357, navigate links for information, 1:T464,
T439, T443, T447, 3:T73, T77, T81, 2:T464, 3:T464, 4:T456, 5:T456,
explain/model/practice, 3:T310, T315 6:T456
T165, T169, T173, T257, T261, T265,
identify, 4:T70 T349, T353, T357, T439, T443, T447, online research tools, 4:T457, 6:T457
predictions, making, confirming, 4:T71, T75, T79, T161, T165, T169, passwords, 1:T465
revising, 2:T11, T27, T32, T47A, T47C, T251, T255, T259, T341, T345, T349,
T47D, T47I, T64, T74, T78, T103, T431, T435, T439, 5:T71, T75, T79, polls, 5:T456
T119, T124–T125, T139B, T139C, T161, T165, T169, T251, T255, T259, pop-ups, 1:T464

INDEX
reading online, 1:T464–T465, T164, T247, T254, T337, T344, T427, T275, T365, T458, T463, 6:T5, T92–T93,
2:T464–T465, 3:T464–T465, 6:T67, T74, T157, T164, T247, T254, T95, T185, T272–T273, T275, T365, T458,
4:T456–T457, 5:T456–T457, T337, T344, T427 T463
6:T456–T457 Decoding. See Phonics. See also Assessment: digital; first of
roll-overs, 4:T456 Details. See Comprehension skills: key each lesson.
safety online, 1:T465 details. Drama. See Genre: reading literature;
slideshows, 3:T464 Diagrams. See Text features. Reader’s Theater.
using visual displays and multimedia, Dialogue
E
4:T457, 6:T458 author’s use of, 1:T139K, T429, 2:T139L,
See also Media literacy T157, T167, T171, T177, 5:T135J,
Connections, making. See Text T312
connections. function of, 4:T315E
English language learners
Connect to concept, 1:T18, T110, T202, punctuation of, 1:T391, T403, T415,
comprehension, 1:S5, S11, S17, S23, T9,
T294, T386, 2:T18, T110, T202, T294, T421, T488, 4:T113, T125, T137, T143,
T11, T21, T27, T33, T35, T39, T47L,
T386, 3:T18, T110, T202, T294, T386, T151, 5:T22, T35, T47, T53, T61
T101, T103, T113, T119, T125, T127,
4:T18, T108, T198, T288, T378, 5:T18, writing, 5:T145 T131, T139L, T193, T195, T205, T211,
T108, T198, T288, T378, 6:T18, T108, T217, T219, T223, T231L, T285, T297,
Dictation, 1:T14, T106, T198, T290, T382,
T198, T288, T378 T303, T309, T315, T321, T323L, T377,
2:T14, T106, T198, T290, T382, 3:T14,
Connect to content T106, T198, T290, T382, 4:T14, T104, T379, T393, T399, T405, T411, T413D,
science, 1:T323I, T413D, 2:T231E, T323F, T176, T194, T284, T374, 5:T14, T104, T463, 2:T9, T11, T21, T27, T33, T35,
T465, 3:T47G, T413D, 4:T45F, T135D, T176, T194, T284, T374, 6:T14, T104, T39, T47L, T101, T103, T113, T119,
T288–T289, T457, 5:T315I, 6:T45J, T176, T194, T284 T125, T131, T137, T139N, T193, T195,
T135G T205, T207, T211, T217, T219, T223,
Dictionary, using. See under Vocabulary
T231L, T285, T287, T303, T311, T315,
social studies, 2:T47J, 3:T139E, T231E, skills and strategies.
T321, T323J, T377, T379, T393, T399,
T323C, 4:T225M, 5:T45J, T225E, Differentiated instruction, T405, T413D, 3:T9, T11, T27, T33, T39,
T405D, T457, 6:T225H, T315E 1:S2–S3, T6–T7, T98–T99, T190–T191, T47J, T101, T103, T113, T119, T125,
See also Science; Social Studies T282–T283, T374–T375, 2:T6–T7, T127, T131, T139L, T193, T195, T211,
Consonants. See Phonics. T98–T99, T190–T191, T282–T283, T217, T223, T229, T231L, T285, T287,
T374–T375, 3:T6–T7,T98–T99,T190–T191, T297, T303, T311, T315, T321, T323H,
Content area reading. See Informational
T282–T283, T374–T375, 4:T6–T7, T377, T379, T393, T401, T405, T411,
text.
T96–T97, T186–T187, T276–T277, T413D, 4:T9, T11, T25, T33, T37, T43,
Context clues. See Vocabulary T366–T367, 5:T6–T7,T96–T97,T186–T187, T45L, T99, T115, T121, T127, T133,
development: words in context; T276–T277, T366–T367, 6:T6–T7, T135H, T189, T191, T205, T211, T213,
Vocabulary skills and strategies: T96–T97, T186–T187, T276–T277, T217, T223, T225P, T279, T281, T295,
context clues. T366–T367 T301, T303, T307, T315F, T369, T371,
Contractions. See Grammar; Phonics: See also Approaching level options; T391, T393, T397, T405D, T455, 5:T9,
structural analysis. Beyond level options; English T11, T17, T25, T31, T37, T43, T45L,
Conventions of standard English. See language learners; On level T99, T101, T115, T121, T123, T127,
Grammar. options. T135P, T189, T191, T205, T211, T213,
T217, T225, T225H, T279, T281, T295,
Cooperative collaborations, 5:T138 Digital learning, T303, T307, T313, T315L, T369, T371,
Corrective feedback, sound error, 1:T13, 1:T464–T465, 2:T464–T465, 3:T2, T94, T385, T391, T397, T403, T405D, 6:T9,
T105, T197, T289, T381, 2:T13, T105, T186–T187, T278–T279, T370–T371, T11, T25, T31, T33, T37, T45L, T99,
T197, T289, T381, 3:T13, T105, T197, T423, T464–T465, 4:T456–T457, T101, T115, T121, T123, T127, T135L,
T289, T381, 4:T13, T103, T193, T283, 5:T362–T363, T456–T457, 6:T456–T457 T189, T191, T205, T211, T213, T217,
T373, 5:T13, T103, T193, T283, T373, See also Approaching level options: T225J, T279, T281, T295, T301, T303,
6:T13, T103, T193, T283, T373 leveled reader lessons; Beyond T307, T315L, T369, T371, T385, T391,
Cross-curricular connections. See level options: leveled reader T393, T397, T405D
Research and inquiry; Science; Social lessons; English Language fluency, 1:T67, T159, T177, T251, T343,
Studies; Workstation activities. learners: leveled reader lessons; T361, T431, 2:T67, T159, T177, T251,
Interactive question response; T343, T361, T431, 3:T67, T159, T177,
Interactive read alouds; On level T251, T269, T343, T361, T433, 4:T65,
D
options: leveled reader lessons. T83, T155, T173, T245, T263, T335,
Digital resources, 1:T2, T5, T97, T174, T353, T425, 5:T65, T83, T155, T173,
T189, T248, T265, T268, T281, T373, T245, T263, T335, T353, T425, 6:T65,
T461, T466, T476, 2:T5, T94–T95, T97, T83, T155, T173, T245, T263, T334,
Daily language activities. See Grammar. T189, T265, T278–T279, T281, T373, T353, T425
Decodable readers, 1:T69, T161, T253, T461, T466, T471, 3:T5, T94–T95, T97, grammar, 1:T49, T89, T141, T181, T233,
T345, T435, 2:T69, T161, T253, T345, T189, T278–T279, T281, T373, T459, T273, T325, T365, T415, T455, 2:T49,
T435, 3:T69, T161, T253, T345, T435, T461, T466, 4:T5, T92–T93, T95, T185, T89, T141, T181, T233, T273, T325,
4:T67, T74, T157, T164, T247, T254, T272–T273, T275, T365, T458, T463, T365, T415, T455, 3:T49, T89, T141,
T337, T344, T427, 5:T67, T74, T157, 5:T5, T92–T93, T95, T185, T272–T273, T181, T233, T273, T325, T365, T415,
INDEX BM15
T455, 4:T47, T87, T137, T177, T227, T364, T382, T454, 3:T14, T88, T106, Essential message. See Comprehension
T267, T317, T357, T407, T447, 5:T47, T180, T198, T272, T290, T364, T382, skills: main idea and key details.
T87, T137, T177, T227, T267, T317, T454, 4:T14, T86, T104, T176, T194, Essential questions, 1:S10, S16, S22, T1,
T357, T407, T447, 6:T47, T87, T137, T266, T284, T356, T374, T446, 5:T14, T8, T9, T10, T20, T25, T26, T37, T38, T47L,
T177, T227, T267, T317, T357, T407, T86, T104, T176, T194, T266, T284, T49, T50, T55, T58, T63, T64, T74, T78,
T447 T356, T374, T446, 6:T14, T86, T104, T82, T83, T84, T100, T102, T112, T117,
high-frequency words, 1:T453, 2:T453, T176, T194, T266, T284, T374, T446 T118, T129, T139L, T139A, T141, T142,
3:T453, 4:T445, 5:T85, T445, 6:T159, transfer skills, 1:S6, S12, S18, S24, T13, T147, T155, T156, T166, T170, T174,
T175, T445 T89, T181, T197, T273, T455, 2:T89, T175, T192, T194, T204, T209, T210,
leveled reader lessons, 1:T84–T85, T181, T273, T365, T455, 3:T89, T181, T221, T222, T231L, T231A, T233, T234,
T176–T177, T268–T269, T360–T361, T273, T365, T455, 4:T87, T177, T267, T239, T247, T248, T260, T262, T267,
T450–T451, 2:T84–T85, T176–T177, T357, T447, 5:T87, T177, T267, T357, T268, T284, T286, T301, T302, T313,
T268–T269, T360–T361, T450–T451, T447, 6:T87, T177, T267, T357, T365, T314, T323A, T323L, T325, T326, T331,
3:T84–T85, T176–T177, T268–T269, T447 T339, T340, T350, T354, T359, T376,
T360–T361, T450–T451, 4:T82–T83, T378, T387, T391, T392, T403, T404,
variations in language, 3:T13, T105,
T172–T173, T262–T263, T352–T353, T413A, T415, T416, T421, T429, T430,
T289, T381, 4:T13, T103, T193, T283,
T442–T443, 5:T82–T83, T172–T173, T440, T444, T448, T450, T467, T493,
T373, 5:T13, T103, T283, T373, 6:T13,
T262–T263, T352–T353, T442–T443, T495, T497, 2:x, xi, T8, T10, T20, T25,
T103, T193, T283 T26, T37, T47L, T49, T50, T55, T63, T64,
6:T82–T83, T172–T173, T262–T263,
T352–T353, T442–T443 vocabulary, 1:T17, T31, T47, T86–T87, T74, T78, T83, T100, T102, T112, T117,
T109, T123, T139, T178–T179, T118, T129, T139N, T141, T142, T147,
level up, 1:T85, T177, T269, T361, T451,
T474, 2:T85, T177, T269, T361, T451, T201, T215, T231, T270–T271, T287, T155, T156, T166, T169, T170, T175,
T474, 3:T85, T177, T269, T361, T451, T293, T307, T323, T362–T363, T385, T176, T192, T194, T204, T209, T210,
T474, 4:T83, T173, T263, T353, T443, T397, T413, T452–T453, 2:T17, T31, T221, T222, T231A, T231L, T233, T234,
T466, 5:T83, T173, T263, T353, T443, T47, T85–T86, T109, T123, T139, T239, T247, T248, T258, T262, T267,
T466, 6:T83, T173, T263, T353, T443, T178–T179, T201, T215, T231, T268, T284, T286, T296, T301, T302,
T466 T270–T271, T293, T296, T307, T323, T313, T314, T323J, T325, T326, T331,
T362–T363, T385, T397, T413, T339, T340, T350, T354, T359, T360,
phonemic awareness, 1:T13, T105,
T452–T453, T463, T474, 3:T17, T21, T376, T387, T391, T392, T402, T413A,
T197, T289, T381, T431, 2:T13, T105,
T31, T47, T86–T87, T108, T123, T415, T421, T429, T450, T467, T493,
T197, T250, T289, T380, 3:T13, T66,
T139, T178–T179, T201, T205, T215, T495, T497, 3:x, T8, T10, T20, T25, T26,
T105, T289, T381, 4:T13, T103, T193,
T231, T270–T271, T293, T307, T37, T49, T50, T55, T63, T64, T83, T84,
T283, T373, 5:T13, T64, T103, T154,
T322, T362–T363, T385, T397, T100, T102, T112, T117, T118, T129,
T193, T244, T283, T373, 6:T13, T103,
T413, T452–T453, T463, 4:T17, T29, T130, T139L, T141, T142, T147, T155,
T193, T244, T283
T45, T84–T85, T107, T119, T135, T175, T176, T192, T194, T204, T209,
phonics, 1:T13, T29, T67, T68–T69, T105, T221, T233, T239, T247, T248, T258,
T174–T175, T197, T209, T264–T265,
T121, T159, T197, T213, T251, T289, T262, T267, T268, T284, T286, T301,
T287, T299, T315, T354–T355,
T305, T343, T381, T395, T431, 2:T13, T302, T313, T314, T323H, T325, T326,
T377, T405, T444–T445, 5:T17, T29,
T29, T67, T72, T105, T121, T159, T331, T339, T340, T350, T354, T359,
T45, T84–T85, T107, T119, T135,
T160, T197, T213, T251, T254, T289, T360, T376, T378, T387, T391, T392,
T174–T175, T196, T209, T264–T265,
T305, T343, T380, T395, T433, 3:T13, T403, T404, T415, T416, T421, T428,
T29, T67, T68, T105, T121, T159, T287, T299, T315, T354–T355, T376,
T389, T405, T444–T445, T455, 6:T17, T430, T444, T448, T449, T450, T467,
T197, T213, T251, T252, T289, T305, T493, T495, T497, 4:x, T8, T23, T35, T36,
T343, T344, T381, T395, T433, 4:T13, T28, T45, T84–T85, T107, T119,
T135, T159, T174–T175, T197, T209, T45L, T48, T53, T60, T72, T76, T81, T98,
T27, T65, T66, T68, T103, T117, T155, T100, T109, T113, T114, T125, T126,
T156, T193, T207, T245, T283, T297, T225, T264–T265, T287, T299, T315,
T354–T355, T388, T405, T444–T445, T135A, T135H, T137, T138, T143, T151,
T335, T373, T425, 5:T13, T27, T65, T152, T161, T171, T172, T188, T190,
T103, T117, T155, T193, T207, T245, T455, T466
T198, T202, T204, T215, T216, T225P,
T246, T283, T297, T335, T373, T387, writing, 1:S9, S15, S21, S27, T23, T57, T227, T228, T233, T241, T262, T278,
T425, 6:T13, T27, T65, T66, T103, T88, T115, T149, T180, T207, T241, T280, T289, T293, T306, T315A, T315F,
T117, T155, T193, T207, T245, T283, T272, T299, T333, T364, T389, T423, T317, T318, T323, T331, T332, T351,
T297, T336, T336–T338, T387, T425 T454, T481, T487, 2:T23, T57, T88, T352, T368, T379, T382, T395, T396,
shared read, 1:T82–T83, T174–T175, T115, T149, T180, T241, T272, T299, T405D, T407, T408, T413, T420, T440,
T266–T267, T358–T359, T448–T449, T333, T364, T389, T423, T454, T481, T441, T442, T458, T485, T487, T489, 5:x,
2:T82–T83, T174–T175, T266–T267, T487, 3:T23, T35, T57, T88, T114, T8, T19, T23, T24, T35, T45L, T47, T48,
T358–T359, T448–T449, 3:T82–T83, T149, T180, T207, T241, T272, T299, T53, T61, T62, T81, T82, T98, T109, T113,
T174–T175, T266–T267, T358–T359, T333, T364, T389, T423, T454, T481, T114, T125, T126, T135P, T137, T138,
T448–T449, 4:T80–T81, T170–T171, T487, 4:T21, T55, T86, T111, T145, T143, T151, T152–T153, T162, T166,
T260–T261, T350–T351, T440–T441, T176, T201, T235, T266, T291, T325, T171, T172, T188, T190, T198, T202,
5:T80–T81, T170–T171, T260–T261, T356, T381, T415, T446, T473, T479, T204, T215, T216, T225A, T227, T228,
T350–T351, T440–T441, 6:T80–T81, 5:T21, T55, T86, T111, T145, T176, T233, T241, T242, T261, T262, T278,
T170–T171, T260–T261, T350–T351, T201, T235, T266, T290, T325, T356, T280, T293, T294, T305, T306, T315A,
T440–T441 T381, T415, T446, T473, T479, 6:T21, T317, T318, T331, T332, T342–T343,
spelling, 1:T14, T88, T106, T180, T198, T55, T86, T111, T145, T176, T201, T346, T351, T352, T368, T370, T379,
T272, T290, T364, T382, T454, 2:T14, T235, T266, T291, T325, T356, T381, T383, T384, T395, T396, T407, T408,
T88, T106, T180, T198, T272, T290, T415, T446, T473, T479 T413, T421, T432, T440, T441, T442,

INDEX
T459, T485, T487, T489, 6:x, T8, T19, explain/model/practice, 4:T321 reading purposefully and with
T23, T24, T35, T36, T45L, T47, T48, T53, expression, 1:S32, T42, T53, T64, T75, understanding, 1:T73, T77, T81,
T60, T62, T72, T81, T82, T98, T100, T109, T85, T134, T145, T157, T163, T167, T165, T169, T173, T257, T261, T265,
T113, T114, T125, T126, T135A, T135L, T177, 2:T134, T144, T177, T269, T349, T353, T357, T439, T443, T447,
T137, T138, T143, T151, T162, T166, T462, 3:T212, T226, T237, T259, T269, 2:T73, T77, T81, T165, T169, T173,
T172, T188, T190, T203, T204, T215, T462, 4:T220, T231, T263, T310, T333, T257, T261, T265, T349, T353, T357,
T216, T225A, T227, T228, T233, T241, T353, T454, 5:T130, T141, T164, T454, T439, T443, T447, 3:T73, T77, T81,
T242–T243, T252, T256, T261, T262, 6:T40, T51, T400, T411, T454 T165, T169, T173, T257, T261, T265,
T278, T289, T293, T294, T305, T306, T349, T353, T357, T439, T443, T447,
intonation, 1:T177, T226, T237, T239,
T315A, T317, T318, T323, T331, T332, 4:T71, T75, T79, T161, T165, T169,
T249, T256, T259, T269, T318, T329,
T342, T346, T350, T352, T368, T370, T251, T255, T259, T341, T345, T349,
T348, T351, T361, T451, 2:T269, T361,
T383, T395, T396, T405A, T407, T408, T431, T435, T439, 5:T71, T75, T79,
T451, 3:T42, T53, T75, T85, T134,
T413, T420, T440, T441, T442, T459, T161, T165, T169, T251, T255, T259,
T145, T166, T177, T451, 4:T443,
T485, T487, T489 T341, T345, T349, T431, T435, T439,
5:T40, T51, T173, T310, T321, T353,
Expository text. See Genre; T443, 6:T83, T130, T141, T173, T263, 6:T71, T75, T79, T161, T165, T169,
Informational text; Writing text T310, T321, T353, T443 T251, T255, T259, T341, T345, T349,
types/purpose. T431, T435, T439
modeling fluent reading, 1:S32, T65,
Extended complex text, 1:T492–T497, T75, T157, T167, T249, T259, T341, repeated reading, 1:S32, 2:T259
2:T492–T497, 3:T492–T497, 4:T484–T489, T351, T462, 2:T42, T65, T72, T75, small group lessons. See Approaching
5:T484–T489, 6:T484–T489 T157, T164, T167, T226, T249, T256, level options; Beyond level
T259, T318, T341, T348, T351, T431, options; On level options.
T441, T462, 3:T65, T72, T75, T157,
F T164, T167, T249, T256, T259, T341,

T348, T351, T431, T441, T462, 4:T70,
T73, T153, T160, T163, T243, T250,
T253, T333, T340, T343, T423, T433,
sound/spellings, 1:S13, S19, S25, S30,
T12, T28, T40, T51, T60, T104, T120,
T132, T143, T152, T196, T212, T224,
T235, T244, T253, T288, T306, T327,
Fable, 1:S4–S5, S10, 2:T136–T137, T139A, 5:T63, T69, T73, T74, T153, T160, T336, T380, T394, T406, T417, T426,
T139N, T156–T157, T166–T167, T163, T243, T250, T253, T254, T333, T434, 2:T12, T28, T40, T51, T60, T104,
T170–T171 T341, T343, T344, T423, T433, 6:T63, T132, T143, T152, T160, T160–T161,
Facts/opinions, 2:T472, 5:T473 T70, T74, T153, T160, T163, T164, T196, T212, T224, T235, T244, T327,
Fiction. See Genre: reading literature. T243, T250, T253, T254, T333, T340, T336, T380, T394, T406, T417, T426,
Figurative language. See Author’s craft; T343, T344, T423, T433 3:T12, T28, T41, T51, T60, T68, T104,
Literary devices and elements; partner-reading, 4:T433, 6:T433 T120, T132, T143, T152, T160, T196,
Poetry. T224, T235, T244, T288, T304, T316,
pauses, stops, intonation, and
emphasis. See Fluency: expression; T327, T336, T380–T381, T394, T396,
Fluency
Fluency: repeated reading; T406, T417, T418, T426, 4:T12, T26,
accuracy, 2:T42, 3:T134, 4:T130, T452, T38, T49, T58, T66, T102, T116, T139,
Fluency: intonation; Fluency:
5:T454, 6:T454 T148, T192, T206, T218, T229, T238,
phrasing.
assessment of, 1:T90–T91, T182–T183, T282, T296, T308, T319, T328, T336,
phrasing, 1:T408, T418, 2:T42, T53, T85,
T274–T275, T366–T367, T456–T457 T372, T398, T409, T418, 5:T12, T26,
T226, T237, T408, T419, T462, 3:T318,
benchmark. See On level options: T38, T49, T58, T66, T102, T128, T139,
T329, T341, T351, T361, T462, 4:T130,
fluency. T148, T156, T192, T206, T208, T218,
T141, T173, T400, T411, 5:T220, T231,
choral-reading, 1:T157, T167, T249, T263 T229, T230, T238, T246, T282, T308,
T259, T351, T431, T441, 2:T65, T75, T319, T328, T336, T398, T409, T418,
pronunciation, 2:T318, T329, 3:T408, 6:T12, T26, T38, T49, T58, T66, T102,
T157, T167, T249, T259, T341, T351, T419, 4:T40, T51, T83, 5:T400, T411,
T431, T441, 3:T65, T75, T157, T166, T116, T118, T128, T139, T148, T156,
6:T220, T231
T249, T259, T341, T351, T431, T440, T192, T218, T229, T238, T246, T282,
prosody, 1:T134, T226, T249, T318, T296, T298, T308, T320, T328, T386,
T441, 4:T73, T153, T163, T243, T253,
T462, 2:T42, T134, T157, T226, T249, T398, T409, T418
T333, T343, T423, 5:T63, T153, T163,
T318, T408, 3:T42, T134, T226, T318,
T243, T253, T333, T343, T423, T433, sustained silent reading, 1:S32
4:T130, T310, T400, T452, 5:T454,
6:T63, T153, T163, T243, T253, T333, tempo and pace. See Fluency: rate.
6:T454
T343, T423
rate, 2:T42, 3:T134, T440, 4:T130, T452, use context to confirm and self-correct,
in connected text, 1:T69, T161, T253,
5:T454, 6:T454 2:T318, 4:T40, T130, 6:T314
T345, T435, 2:T69, T75, T161, T168,
T253, T352, T435, 3:T69, T161, T168, read aloud, 1:T329, 2:T329, T419, word automaticity, 1:T30, T122, T214,
T253, T345, T352, T435, 4:T67, T74, 3:T134, T226, T318, T404, T408, T306, T396, 2:T30, T122, T214, T306,
T157, T164, T247, T254, T337, T344, 4:T231 T396, 3:T30, T122, T214, T306, T396,
T427, 5:T67, T157, T247, T337, T427, Reader’s Theater, 1:T462–T463, 4:T28, T118, T208, T298, T399, 5:T28,
6:T67, T157, T247, T337, T427 2:T462–T463, 3:T462–T463, T118, T208, T298, T388, 6:T28, T119,
echo-reading, 1:T177, T361, 2:T85, 4:T454–T455, 5:T454–T455, T209, T298, T388
T177, T269, T361, 3:T85, T177, T269, 6:T454–T455 See also Approaching level options:
T361, T451, 4:T83, T130, T173, T263, read for, 1:T72, T164, T256, T348, T438, fluency; English language
T353, 5:T83, T173, T263, T353, T443, 2:T438, 3:T438, 4:T430, 5:T430, learners: fluency; On level
6:T83, T263, T353 6:T430 options: fluency.
INDEX BM17
Formal and informal English, 2:T488, fiction, 1:T228, T231A, T231L, adverbs, 6:T292, T305, T317, T323, T331,
4:T200, T214, T226, T232, T240, T266, T248, T258, T262, 2:T430, T357, T407, T413, T420
T466, 5:T380, T394, T406, T412, T420, T440, T444, 3:T136–T137, articles, 6:T112, T125, T137, T143, T151,
T446, 6:T315J T138–T139I, T139L, T156–T157, T177
Foundational Skills. See Fluency; T166–T167, T170–T171, T440,
capitalization
Phonemic awareness; Phonics. 4:T422, T432, T436, 5:T76,
T132–T133, T135A–T135M, abbreviations, 2:T209, T221, T233,
T135P, T152–T153, T162–T163, T239, T247, T301, T313, T325,
T331, T339, 3:T25, T37, T49, T55,
G
T166–T167, T312–T313, T315L,
T315A–T315I, T332–T333, T63
T342–T343, 6:T422, T432, T436 book titles, 3:T301, T313, T325, T331,
folktale, 4:T288–T289, T339, 4:T202, T215, T227, T233,
Generate questions. See under T312–T313, T315A–T315D, T241, 5:T382, T395, T407, T413,
Comprehension skills: ask and T315F, T332–T333, T342–T343, T421
answer questions. T346–T347, 5:T454–T455 letters, 4:T305, T317
Genre myth, 6:T42–T43, T45A–T45J, T45L, months, days of the week, 2:T233,
reading informational text T62–T63, T72–T73, T76–T77, T83 T239, T247
biography, 5:T222–T223, T225A, play, 2:T462–T463, 6:T454 pronoun I, 5:T113, T125, T137, T143,
T225H, T242–T243, T252–T253, poetry, 1:xii, 2:T379, T151, 6:T293, T305, T317, T323,
T256–T257 T384–T385, T386, T331
expository text, 1:S16, S22, T340, T386–T387, T393, T398–T399, proper nouns, 2:T209, T221, T233,
T341, T350, T354, T410–T411, T404, T413A–T413C, T413D, T431, T239, T247, 4:T23, T35, T47, T53,
T413A, T413B, T413D, T430, T445, 4:T390, T405A, T405D, T423, T60, 5:T202, T215, T227, T233,
T440, T444, 2:T320–T321, T433, T437, T443, 6:T390–T391, T241, 6:T113, T125, T137, T143,
T323A, T323A–T323H, T323J, T405A–T405C, T405D, T423, T433, T151, T293, T305, T317, T323,
T340–T341, T350–T351, T437, T443 T331
T354–T355, 3:T44–T45, T47–T47I, realistic fiction, 1:T136, T139A, sentences, 1:T24, T25, T37, T49, T55,
T47J, T64–T65, T74–T75, T78–T79, T139C, T139L, T156, T166, T170, T63, T117, T129, T141, T147, T155
T320–T321, T323A–T323E, T323H, 2:T44, T47A, T47G, T47L, T64, T74,
T340–T341,T350–T351,T354–T355, titles of people, 2:T209, 6:T113, T125,
T78, 4:T222–T223, T225A–T225O, T137, T143, T151
T410–T411, T413A–T413D, T242–T243, T252–T253,
T430, T444, T472, 4:T42–T43, contractions, 4:T382, T395, T407, T413,
T256–T257, 5:T42–T43, T45A–T45J,
T45A–T45I, T45L, T72–T73, T420, T447, 5:T292, T293, T305, T317,
T45L, T62–T63, T72–T73
T76–T77,T132–T133,T135A–T135F, T323, T331, T357, T395, 6:T382, T395,
T135H, T152–T153, T162–T163, See also Writing text types/purpose. T447
T166–T167, 5:T402–T403, Gifted and Talented, 1:T79, T80, T81, nouns
T405A–T405D, T422, T432, T436, T171, T172, T173, T263, T264, T265,
kinds of, 2:T208, T221, T233, T239,
6:T132–T133, T135L, T135A–T135I, T355, T356, T357, T445, T446, T447,
T247, T273
T152–T153,T162–T163,T166–T167, 2:T79, T80, T81, T171, T172, T173, T263,
T222–T223, T225A–T225H, T225J, T264, T265, T355, T356, T357, T445, name of person, place, thing, 2:T24,
T242–T243,T252–T253,T256–T257, T446, T447, 3:T79, T80, T81, T171, T172, T37, T49, T55, T63, T89
T312–T313, T314A–T314I, T315L, T173, T263, T264, T265, T355, T356, plural, 2:T116, T129, T141, T147,
T315A–T315I, T332, T342–T343, T357, T445, T446, T447, 4:T77, T78, T79, T155, T181, T300, T313, T325,
T346–T347 T167, T168, T169, T257, T258, T259, T331, T339, T365
narrative nonfiction, 1:T295, T320, T347, T348, T349, T437, T438, T439, See also Vocabulary skills and
T323A, T323E, T323L, 2:T228, 5:T77, T78, T79, T167, T168, T169, T257, strategies: inflectional endings.
T231L, T231A, T248, T258, T258, T259, T347, T348, T349, T437,
possessive, 2:T390, T402, T415, T421,
T262, 3:T227, T231A–T231J, T438, T439, 6:T77, T78, T79, T167, T168,
T429, T455, 5:T293, 6:T203, T215,
T231L, T248–T249, T258–T259, T169, T257, T258, T259, T347, T348,
T227, T233, T241
T262–T263 T349, T437, T438, T439
proper, 2:T209, T221, T233, T239,
quotations, 5:xii Glossary, 6:T466
T247, 4:T23, T35, T47, T53, T60,
realistic fiction, 4:T222–T223, Grammar 5:T202, T215, T227, T233, T241,
T225A–T225P adjectives, 6:T413, T420 6:T137, T143, T151, T293, T305,
reading literature that compare, 6:T202, T215, T227, T317, T323, T331
drama, 2:T462–T463, 3:T462–T463, T233, T241, T267 singular, 2:T116, T129, T141, T147,
4:T312–T313, T315A–T315D, that tell how close, 6:T112, T125, T155, T181
T315F, T332–T333, T342–T343, T137, T143, T151, T177 predicates, 1:T300, T313, T325, T331,
T346–T347 that tell how many, 6:T35, T47, T53, T339, T365
fable, 1:S4, S10, 2:T136, T139A, T87, T112, T125, T137, T143, T151, prepositions and prepositional phrases,
T139N, T156, T166, T170 T177 6:T292, T305, T317, T323, T331,
fantasy, 1:T18, T44, T47A, T47L, T64, that tell what kind, 6:T22, T47, T53, T357
T74, T75, T78, T79, T85 T60, T87, T407 pronouns

INDEX
I, me, we, us, 5:T112, T137, T143, T151, have, 3:T300, T313, T325, T331, T339, sequence chart, 3:T139F, T139H,
T177 T365 T139I, T169, T173, 5:T225C, T251,
possessive, 5:T202, T215, T227, T233, helping, 4:T112, T125, T137, T143, T255
T241, T267, T305, T317, T323, T151, T177 setting chart, 3:T463
T331 irregular, 4:T202, T215, T227, T233, summary chart, 1:T465, 2:T465
with -self, -selves, 5:T125 T241, T267, T292, T305, T317, theme chart, 4:T315D, T333, T345,
singular/plural, 5:T22, T35, T47, T53, T323, T331, T357 6:T45D, T45I, T71
T61, T87 linking, 4:T22, T35, T47, T53, T60, T87 topic and details chart, 5:T473
pronoun-verb agreement, 5:T382, T407, past-tense, 3:T208, T221, T233, T239, Dinah Zike’s Foldables, 1:T56–T58,
T413, T421, T447 T247, T273 T148–T150, T240–T242, T332–T334,
punctuation present-tense, 3:T116, T129, T141, T422–T424, 2:T56–T58, T148–T150,
abbreviations, 2:T233, T239, T247, T147, T155, T181 T240–T242, T332–T334, T422–T424,
3:T56–T58, T148–T150, T240–T242,
T301, T313, T325, T331, T339, word order, 1:T208
T332–T334, T422–T424, 4:T54–T56,
3:T25, T37, T49, T55, T63 Graphic aids. See Graphic organizers; T144–T146, T234–T236, T324–T327,
apostrophes, 2:T391, T402, T415, Text features. T414–T416, 5:T54–T56, T144–T146,
T421, T429, 4:T382, T395, T407, Graphic organizers T234–T236, T324–T326, T414–T416,
T413, T420, 5:T293, T305, T317, 6:T54–T56, T144–T146, T234–T236,
T323, T331, 6:T203, T215, T227, charts
T324–T326, T414–T416
T233, T241 author’s purpose chart, 3:T47C, T47E,
T47H, T73, T82, T231D, T231G, for taking notes, 1:T464, 2:T464, T494,
book titles, 3:T301, T313, T325, T331, 3:T464, T493, 4:T456, T486, 5:T456,
T339, 4:T202, T215, T227, T233, T231J, T257, T261, T265, 6:T135F,
T165 T467, T486, 6:T456, T486
T241, 5:T382
timeline, 5:T464, T465
commas, 1:T301, T313, T325, T331, beginning, middle, end chart,
2:T47B, T47F, T47I, T77 Venn diagram, 2:T333, 4:T45C, T45I,
T339, T482, 2:T25, T37, T49, T55, 5:T479
T63, T117, T129, T141, T147, T155, book review chart, 3:T487
3:T117, T129, T141, T147, T155, webs
cause and effect chart, 4:T135E,
4:T305, 6:T23, T35, T47, T53, T60 T145, T161, T165, 5:T405B, T405C, ideas and events web, 1:T481
letters, 1:T209, T221, T233, T239, T431, T435 idea web, 1:T9, T48, T377, 5:T9, T99,
T247, 3:T209, T221, T233, T239, character, setting, events chart, T279, 6:T9, T99, T189, T369
T247, 4:T293, T305, T317, T323, 1:T139D, T139E, T139I, T170, main idea and details web, 2:T9,
T331 T231F, T231H, T231I, T257, T494, T140, T193, 3:T9, T285, T376,
quotation marks, 1:T391, T403, T415, 5:T45B 6:T479
T421, T429, 4:T113, T125, T137, character, setting, plot chart, 4:T473 word web, 1:T193, T232, T285,
T143, T151, 5:T22, T35, T47, T53, 2:T101, T376, 3:T193, T377, 4:T9,
compare and contrast chart, 1:T101,
T61 T99, T279, T369, T479, 6:T479
2:T285, 3:T101, 4:T71, T75, T189,
sentences, 1:T24, T25, T37, T49, T55, T225C, T225G, T225N, T255
T63, T117, T129, T141, T147, T155,
H
details chart, 1:T34, T47C, T47F, T47I,
3:T390, T403, T415, T421, T428,
T323D, T323F, T323H, T430
6:T383, T395, T407, T413, T420
heroes chart, 5:T189
titles of people, 6:T113, T125, T137,
T143, T151 key details chart, 1:T73, T74, T77,
High-frequency words, 1:S8, S14, S20,
T353, 2:T413A
sentences S26, S31, T14, T15, T30, T42, T52, T61,
main idea and key details chart, T71, T106, T107, T122, T134, T144, T153,
combining/rearranging, 3:T390,
2:T231I, T231B, T231D, T231F, T163, T198, T199, T214, T236, T245,
T403, T415, T421, T428, T455
T257, T261, T323D, T323E, T323G, T255, T290, T291, T306, T318, T328,
commands, 1:T116, T141, T147, T155, T349, T353, 3:T323E, T349, T351, T337, T347, T382, T396, T408, T418,
T181 T439, 6:T225D, T225E, T225G, T427, T437, T453, 2:T14, T15, T30, T42,
exclamations, 1:T116, T129, T141, T255 T52, T61, T71, T106, T107, T122, T134,
T147, T155, T181 main idea/summary chart, 6:T473 T144, T153, T163, T198, T199, T214,
expanding/combining, 1:T390, T403, T236, T245, T255, T290, T291, T306,
numbered steps chart, 2:T481
T415, T421, T429, T455 T318, T328, T337, T347, T382, T383,
opinion and reasons chart, 3:T481 T396, T408, T418, T427, T437, T453,
questions, 1:T37, T49, T55, T63, T89
phonics charts, 5:T158 3:T14, T15, T30, T42, T52, T61, T70, T106,
statements, 1:T24, T49, T55, T63, T89 T107, T122, T134, T144, T153, T163,
point of view chart, 5:T45I, T45F, T75,
subjects, 1:T208, T221, T233, T239, T135L, T135D, T135B, T161, T165 T198, T199, T214, T226, T236, T245,
T247, T273 T255, T290, T291, T306, T318, T328,
problem and solution chart, 2:T126, T337, T347, T382, T383, T396, T408,
verbs. See Vocabulary skills and T127, T139C, T139F, T139K, T165,
strategies: inflectional endings. T418, T427, T437, T453, 4:T14, T15, T28,
T169, 5:T315B, T315C, T315E, T40, T50, T59, T69, T104, T105, T118,
action, 3:T24, T37, T49, T55, T63, T89 T315H, T341, T345, T349, 6:T315D, T130, T140, T149, T159, T194, T195,
future-tense, 3:T221, T233, T239, T315E, T315I, T341, T345 T208, T220, T230, T239, T249, T284,
T247, T273 rules chart, 5:T369 T285, T298, T310, T320, T329, T339,
INDEX BM19
T374, T375, T400, T410, T419, T429, features of, 1:S16, S22, T295, T320, T350, T352–T353, T440, T442, 6:T80,
T445, 5:T14, T15, T28, T40, T50, T59, T69, T323A, T323E, T323L, T340, T341, T82–T83, T170, T172–T173, T260, T262–
T85, T104, T105, T118, T130, T140, T149, T350, T354, T410, T413A, T413B, T263, T350, T352–T353, T440, T442
T159, T194, T195, T208, T230, T239, T413D, T430, T440, T444, T473, Interactive read alouds
T249, T284, T285, T298, T310, T320, 2:T228, T231L, T231A, T248, T258,
“All Kinds of Vets,” 1:T287, T303,
T329, T339, T374, T375, T388, T400, T262, T295, T320, T323A, T323B,
T314–T315
T410, T419, T429, T445, 6:T14, T15, T28, T323J, T340, T350, T354, 3:T44, T47,
T47J, T64, T74, T78, T227, T231A, “Amazing Meadow, The,” 4:T371,
T40, T50, T59, T67, T104, T105, T118,
T231L, T248, T258, T262, T320, T396–T397
T130, T140, T149, T159, T175, T194,
T195, T208, T220, T230, T239, T249, T323A, T323H, T340, T350, T354, “Apples and Gravity,” 3:T11, T38–T39
T284, T298, T310, T320, T329, T339, T410, T413A, T430, T444, T472, T474, “Bluebell, The,” 6:T11, T25, T36–T37
T355, T388, T400, T410, T419, T429, 4:T42, T45A, T45L, T72, T76, T132,
T135A, T135H, T152, T162, T166, “Boy Named Martin, A,” 5:T11, T36–T37
T445
T222, T225A, T225P, T464, T466, “Clean Water,” 5:T281, T295, T306–T307
Homophones. See Phonics: structural 5:T222, T225A, T225H, T402, T405A, “Clouds All Around,” 3:T286, T314–T315
analysis; Vocabulary skills and T405D, T422, T432, T436, T465, T466,
strategies. “Color Your Community,” 3:T211,
6:T132, T135A, T135L, T152, T162,
T222–T223
T166, T222, T225A, T225J, T242,
T252, T256, T312, T314A, T315L, “Dinner at Alejandro’s,” 1:T103, T119,
I T315A, T332, T342, T346, T464, T466

science articles, 2:T228, T231L,
T231A, T248, T258, T262,
T320–T321, T323A–T323H,
T130–T131
“Earth Changes,” 4:T101, T115,
T126–T127
“Explore a Coral Reef,” 2:T195, T211,
Idioms. See Literary devices and
T323J, T340–T341, T350–T351, T222–T223
elements.
T354–T355, T493–T497, 3:T44–T45, “Families Today,” 1:T379, T393,
Illustrations/photographs, using. See T47–T47I, T320–T321, T323A–T323H, T404–T405
Comprehension skills: photographs/ 4:T42–T43, T45A–T45L, T72–T73,
illustrations, using; Comprehension T76–T77, T132–T133, T135A–T135H, “Fox and the Crane, The,” 2:T103,
skills: plot. T152–T153, T162–T163, T166–T167, T130–T131
Independent reading. See Reading 6:T132–T133, T135L, T135A–T135I, “Furry Alarm Clock, The,” 2:T379, T393,
independently. T152–T153, T162–T163, T166–T167 T404
Independent study, 1:T81, T173, T265, social studies articles, 1:S16, S22, T295, “Give Me a Brown Box,” 6:T371, T385,
T320, T323A, T323E, T323L, T340, T341, T396
T357, T447, T465, 2:T81, T173, T265,
T357, T445, T446, T447, T465, 3:T81, T350, T354, T410–T411, T413A, T413B, “Happy New Year!” 4:T222–T223
T173, T265, T357, T447, T465, 4:T169, T413D, T430, T440, T444, 3:T64–T65, “Hero On and Off Skis, A,” 5:T205,
T74–T75, T78–T79, T227, T231A–T231J, T216–T217
T259, T349, T437, T439, T457, 5:T79,
T231L, T248–T249, T258–T259,
T169, T259, T349, T439, T457, 6:T79, “Hidden Sun, The,” 3:T103, T119,
T262–T263, T340–T341, T350–T351,
T169, T259, T349, T437, T439 T130–T131
T354–T355, T410–T411, T413A–T413D,
Independent workstations. See T430, T444, T472, 4:T222–T223, “How Does Energy Make Your Hair
Workstation activities. T225A–T225P, 5:T222–T223, T225A, Stand Up?” 6:T101, T126–T127
Inferences, making. See Comprehension T225H, T242, T242–T243, T252, “How Thunder and Lightning Came to
skills: plot. T252–T253, T402–T403, T405A–T405D, Be,” 4:T295, T306–T307
T422, T432, T436, 6:T222–T223,
Inflected form. See Phonics: inflectional “Keep the Change!” 6:T281, T295,
T225A–T225H, T225J, T242–T243,
endings; Vocabulary skills and T306–T307
T252–T253, T256–T257, T312–T313,
strategies: inflectional endings. T314A–T314I, T315L, T315A–T315I, “Lighting Lives,” 3:T222–T223
Informational literacy. See T332, T342–T343, T346–T347, T464, “Little Crocodile,” 2:T379, T393, T404
Informational text; Research and T465, T466 “Music Sends Me,” 6:T371, T385, T396
inquiry. specific vocabulary, 4:T466 “My First Day,” 5:T126–T127
Informational text See also Genre: reading “My New School,” 4:T191, T205,
domain-specific vocabulary, 1:T16, T80, informational text. T216–T217
T172, T264, T284, T356, T384, T446, Inquiry. See Research and inquiry. “My Partner and Friend,” 1:T195, T211,
2:T16, T80, T172, T192, T200–T201, Interactive question response, 1:T82, T222–T223
T227, T264, T284, T292, T329A, T356, T84–T85, T174, T176–T177, T266,
T363, T446, T486, 3:T8, T16, T53A, “New Kid, The,” 1:T11, T27, T38–T39
T268–T269, T358, T360–T361, T448,
T61, T80, T100, T172, T264, T356, T450–T451, 2:T82, T84–T85, T174, “Redwood National Forest,” 4:T371,
T376, T384, T410, T420, T446, 4:T8, T176–T177, T266, T268–T269, T358, T396–T397
T10, T16, T78, T98, T106, T168, T188, T360–T361, T448, T450–T451, 3:T82, “Sahara Desert, The,” 4:T371, T396–T397
T258, T348, T438, 5:T56, T78, T82, T84–T85, T174, T176–T177, T266, “Swamp Life,” 2:T11, T27, T38–T39
T98, T106, T110, T141A, T146, T168, T268–T269, T358, T360–T361, T448,
“Teamwork in Space,” 6:T191,
T188, T196, T204, T212, T231A, T258, T450–T451, 4:T80, T82–T83, T170,
T216–T217
T286, T348, T376, T417, T438, 6:T8, T172–T173, T260, T262–T263, T350,
T16, T24, T78, T98, T100, T106, T168, T352–T353, T440, T442, 5:T80, T82–T83, “They’ve Got the Beat!” 3:T404–T405
T188, T258, T348, T438 T170, T172–T173, T260, T262–T263, “Town Rules,” 5:T371, T385, T396–T397

INDEX
“Where Do You Live?” 4:T25, T36–T37 Library or media center, using, 3:T466,
“Why People Drum,” 3:T379, T393,
T404–T405
K 5:T458
Listening
active and attentive. See Listening
“Wild Animal Families,” 2:T287, T303, Key details. See Comprehension skills:
T314–T315 comprehension.
key details.
ask questions, 1:T468, T469, T471,
Internet, using, 1:T148, T332, T464–T465, Knowledge of language, formal and
2:T468, T469, T471, 3:T468, T469,
2:T148, T274, T464–T465, T468, 3:T332, informal, 4:T200, T214, T226, T232,
T471, 4:T460, T461, T463, 5:T460,
T424, T464–T465, 4:T144, T234, T324, T240, T266, 5:T380, T394, T406, T412,
T420, T446 T461, T463, 6:T460, T461, T463
T414, T456, T457, T460, 5:T54, T228,
checklists, 1:T59, T151, T243, T335,
T234, T414, T456, T456–T457, T460, T425, T471, 2:T59, T151, T243, T335,
L
6:T138, T144, T234, T324, T456–T457 T425, T471, 3:T59, T151, T243, T335,
See also Computer Literacy; Research T425, T471, 4:T57, T147, T327, T417,
and inquiry. T463, 5:T57, T147, T237, T327, T417,
T463, 6:T57, T147, T237, T327, T417,
Intervention, Tier 2 and Tier 3, 1:T66, Language. See Grammar; Knowledge of T463
T68, T70, T72, T91, T160, T162, T164, language; Spelling.
comprehension. See Listening
T183, T250, T252, T254, T256, T275, Language arts. See Grammar; Writing comprehension.
T342, T344, T346, T348, T367, T431, traits.
T434, T436, T438, T457, T477, 2:T66, discussion and conversation. See
Lesson plans
Collaborative conversations;
T68, T70, T72, T91, T158, T160, T162, Smart Start, 1:S2–S3 Literature circles; Talk about it.
T164, T183, T250, T252, T254, T256,
suggested weekly, 1:T4–T5, T96–T97, oral language, 1:T10, T26, T50, T102,
T275, T342, T344, T346, T348, T367, T188–T189, T280–T281, T372–T373, T118, T142, T194, T210, T234, T286,
T432, T434, T436, T438, T457, T477, T460–T461, 2:T4–T5, T96–T97, T302, T326, T378, T392, T416, 2:T10,
3:T66, T68, T70, T71, T72, T91, T158, T188–T189, T280–T281, T372–T373, T26, T50, T102, T118, T142, T194,
T160, T162, T163, T164, T183, T250, T460–T461, 3:T4–T5, T96–T97, T210, T234, T286, T302, T326, T378,
T252, T254, T256, T275, T342, T344, T188–T189, T280–T281, T372–T373,
T392, T416, 3:T10, T26, T50, T102,
T346, T347, T348, T367, T432, T434, T460–T461, 4:T4–T5, T94–T95,
T118, T142, T194, T210, T234, T286,
T184–T185, T274–T275, T364–T365,
T436, T438, T457, T477, 4:T64, T66, T68, T302, T326, T378, T392, T416, 4:T10,
T452–T453, 5:T4–T5, T94–T95,
T70, T89, T154, T156, T158, T160, T179, T24, T48, T100, T114, T138, T190,
T184–T185, T274–T275, T364–T365,
T244, T246, T248, T250, T269, T334, T204, T228, T280, T294, T318, T370,
T452–T453, 6:T4–T5, T94–T95,
T336, T338, T340, T359, T424, T426, T184–T185, T274–T275, T364–T365, T408, 5:T10, T24, T48, T100, T114,
T428, T430, T449, T469, 5:T64, T66, T68, T452–T453 T138, T190, T204, T228, T280, T294,
T318, T370, T384, T408, 6:T10, T24,
T69, T89, T154, T156, T158, T160, T179, Leveled reader lessons. See under T48, T100, T114, T138, T190, T204,
T244, T246, T248, T250, T269, T334, Approaching level options; Beyond
T228, T280, T294, T318, T370, T384,
T336, T338, T340, T359, T424, T426, level options; English language
T408
T428, T430, T449, T469, 6:T64, T66, T67, learners; On level options.
to presentations, 1:T59, T151, T243,
T70, T89, T154, T156, T158, T159, T160, Level up, accelerate progress
T246, T335, T338, T425, T462–T463,
T176, T179, T244, T246, T248, T250, approaching level readers, 1:T65, T157, T465, T468, T470–T471, 2:T59, T151,
T269, T334, T336, T338, T340, T359, T249, T341, T431, T472, 2:T65, T157, T242, T243, T335, T425, T462–T461,
T424, T426, T428, T430, T449, T469 T249, T341, T431, T472, 3:T64, T157, T465, T468, T470, T471, 3:T58, T59,
T249, T341, T431, T472, 4:T63, T153, T150, T151, T242, T243, T334, T335,
T243, T333, T423, T464, 5:T63, T153,
T424, T425, T462–T463, T467, T468,
J
T243, T333, T423, T464, 6:T63, T153,
T470, T471, 4:T57, T146, T236, T326,
T243, T333, T423, T464
T327, T416, T454–T455, T457, T461,
beyond level readers, 1:T475, 2:T475, T462, T462–T463, 5:T57, T147, T236,
3:T475, 4:T467, 5:T467, 6:T467 T326, T454, T459, T460, T462, T463,
Journal writing, 1:T47K, T48, T62, T139K, English language learners, 1:T85, T177, 6:T57, T146, T147, T236, T237, T326,
T140, T154, T231J, T232, T255, T323J, T269, T361, T451, T474, 2:T85, T177, T416, T417, T454–T455, T456, T460,
T324, T338, T414, T428, 2:T47K, T48, T269, T361, T451, T474, 3:T85, T177, T462, T463
T62, T139L, T140, T154, T231J, T232, T269, T361, T451, T474, 4:T83, T173,
strategies for. See Listening
T246, T323I, T324, T338, T414, T428, T263, T353, T443, T466, 5:T83, T173,
comprehension; Oral language;
3:T47I, T62, T139J, T154, T231K, T246, T263, T353, T443, 6:T83, T173, T263,
Retelling; Talk about it.
T353, T443, T466
T323F, T338, T414, T428, 4:T45J, T46, ask and answer questions, 1:T195,
T60, T135F, T136, T150, T225O, T226, on level readers, 1:T75, T167, T259,
T211, T287, T303, T379, T393,
T351, T441, T473, 2:T75, T167, T259,
T240, T312E, T316, T330, T406, T420, 3:T195, T211, T286, T303, T379,
T351, T441, T473, 3:T75, T167, T259,
5:T45K, T46, T60, T135N, T136, T142, T351, T441, T473, 4:T73, T163, T253, T393
T150, T225F, T226, T240, T315J, T316, T343, T433, T465, 5:T73, T163, T253, predictions, make, confirm, revise,
T330, 406, T420, 6:T45K, T46, T60, T343, T433, T465, 6:T73, T163, T253, 2:T11, T103, T119, T195, T211,
T135J, T136, T150, T225I, T315J, T479 T343, T433, T465 5:T281, T295, T371, T385
INDEX BM21
reread, 2:T287, T303, T379, T393, repetition, 2:T231J, 4:xii, T376, Help! A Story of Friendship, 1:T47A–T47K
3:T11, T27, T119, 4:T11, T25, T101, T402–T403, T405B, T405D, 5:xii, 6:xii, How the Beetle Got Her Colors,
T115, 6:T11, T25, T101, T115 T45C, T135C 4:T315A–T315D
retell. See Retelling. rhyme/rhyme scheme, 1:xii, T249, T259, I Fall Down? 3:T47–T47H
summarize, 5:T10, T25, T101, T115, T263, T269, 2:xii, T398, 4:xii, T478,
“I’ve Got This Covered,” 6:T405A–T405C
T191, T205, 6:T191, T205, T281, T480, 5:xii, 6:xii, T402, T405B, T405D
“Little Turtle, The,” 2:T413A–T413C
T295, T371, T385 rhythm, 2:T410–T411, T413C, T413D
Lola and Tiva: An Unlikely Friendship,
visualize, 1:T11, T27, T103, T119, sensory details, 4:T478
1:T323A
4:T191, T205, T281, T295, T371 sensory language, 6:T394
“Many Ways to Enjoy Music,”
See also Collaborative conversations; similes, 3:T46–T47, T47C, T47J, T80, T87, 3:T413A–T413D
Reader’s Theater. T145, T419A, 4:T224–T225, T225B,
Money Madness, 6:T315A–T315I
Listening comprehension T225C, T225P, T258, T265, T376,
T404–T405, 5:xii, 6:T51, T135J Mr. Putter and Tabby See the Stars,
paraphrasing, 3:T464, 4:T458, 5:T457 3:T139A–T139I
story theme, 4:T243, T257, T263, T333,
retelling, 1:S4–S5, S8, S10–S11, S14, My Light, 6:T135E
T343, T347, T353
S16–S17, S20, S26, S28–S29, T27,
Literary response. See Response Not Norman, 1:T231A–T231I
T49, T75, T79, T119, T157, T167,
T171, T177, T211, T249, T259, T263, to reading; Individual page Once Upon a Baby Brother,
T269, T303, T341, T351, T355, T361, listing for Comprehension skills, 5:T135A–T135M
T393, T431, T441, T445, T451, 2:T27, Comprehension strategies, High- Rain Forest, 4:T45A–T45I
T65, T75, T79, T85, T119, T157, T167, frequency words, Phonemic
awareness, Phonics, Vocabulary Setting the Rules, 5:T405A–T405C
T171, T211, T249, T259, T263, T303,
development, Writing. Sled Dogs Run, 2:T47A–T47J
T341, T351, T355, T361, T393, T431,
T441, T451, 3:T27, T75, T79, T85, Literary text/nonfiction. See Turtle, Turtle, Watch Out! 2:T231A–T231I
T119, T157, T167, T171, T177, T211, Informational text. Volcanoes, 4:T135A–T135E
T249, T259, T263, T303, T341, T355, Literature circles, 1:T65, T75, T79, T85, Wild Weather, 3:T323A–T323E
T361, T393, T431, T441, T445, T451, T157, T167, T171, T177, T249, T259, Wolf! Wolf! 2:T139A–T139K
4:T25, T73, T77, T83, T115, T153, T263, T269, T341, T351, T355, T361,
T163, T167, T173, T205, T243, T253, T431, T441, T445, T451, 2:T65, T75, T79, Woodcutter’s Gift, The, 5:T315A–T315I
T257, T263, T295, T333, T343, T347, T85, T157, T167, T171, T177, T249, T259, Literature selections, paired
T353, T423, T433, T437, T443, 5:T11, T263, T269, T341, T351, T355, T361, “Earth’s Resources,” 5:T321A–T321B
T25, T63, T73, T77, T83, T101, T115, T431, T441, T445, T451, 3:T65, T75, T79, “4-H,” 5:T167
T153, T163, T167, T173, T191, T205, T85, T157, T167, T171, T177, T249, T259,
“America Symbols,” 5:T411A
T243, T253, T257, T263, T281, T295, T263, T269, T341, T351, T355, T361,
T333, T343, T347, T353, T371, T385, T431, T441, T445, T451, 4:T63, T73, T77, “Ancient Ship Discovered!” 6:T243,
T423, T433, T437, T443, T455, 6:T11, T83, T153, T163, T167, T173, T243, T253, T253, T257, T263
T25, T63, T73, T77, T83, T101, T115, T257, T263, T333, T343, T347, T353, “Animal Needs,” 1:T329A–T329B
T153, T163, T167, T191, T205, T243, T423, T433, T437, T443, 5:T63, T73, T77, “Apples,” 6:T73, T83
T253, T257, T263, T281, T295, T333, T83, T153, T163, T167, T173, T243, T253,
“Baby Joey,” 2:T441
T347, T353, T371, T385, T423, T433, T257, T263, T333, T343, T347, T353,
T437, T443 T423, T433, T437, T443, 6:T63, T73, T77, “Beware of Tiger!” 2:T157
Literacy workstations. See Workstation T83, T153, T163, T167, T173, T243, T253, “Big Brothers Big Sisters,” 5:T163, T173
activities. T257, T263, T333, T343, T347, T353, “Boys & Girls Club,” 5:T153
T423, T433, T437, T443
Literary analysis. See Comprehension “Bully-Free Zone,” 5:T141A–T141B,
skills; Comprehension strategies; Literature selections, main T231A–T231B
Genre: reading informational text; “April Rain Song,” 4:T405A–T405B “Can You Predict the Weather?” 3:T329A
Genre: reading literature. Astronaut Handbook, 6:T225A–T225H “From Caterpillar to Butterfly,”
Literary devices and elements Baby Bears, 2:T323A–T323H 2:T329A–T329B
alliteration, 4:T376 “Beetles,” 2:T413A–T413C “Cinderella and Friends,”
dialogue, 2:T157, T167, T171, T177 Biblioburro: A True Story from Colombia, 2:T145A–T145B
figurative language, 4:T51A, T478, T479 3:T231A–T231J “Clay Play,” 6:T411A–T411B
focus on, 3:T177 Big Red Lollipop, 1:T139A–T139J “Clean Air Campaign, The,” 5:T333
idioms, 5:T45C, T134–T135, T135F, “Books to the Ceiling,” 6:T405A–T405C “Cold Dog, Hot Fox,” 2:T53A–T53B
T135P, T168, T175, T231, 6:T225G Brave Bessie, 5:T225A–T225E “Colors in the Sky,” 3:T341, T351, T355,
imagery, 2:T47K Dear Primo, 4:T225A–T225N T361
metaphor, 2:T47H, 3:xii, 5:T51, “Eating While Reading,” 6:T405A–T405C “Crayons,” 1:T53A–T53B, 6:T411A–T411B
6:T403–T404, T405D, T411 Families Working Together, “Day to Night,” 3:T145A–T145B
onomatopoeia, 2:xii, T47E, T419A, 1:T413A–T413C “Dingo and His Shadow, The,” 2:T167,
5:T231A, 6:T135H Golden Flower: A Taino Myth from Puerto T177
personification, 4:T405C Rico, The, 6:T45A–T45J “Dirt!” 5:T343, T353
plot and sequence, 3:T167, T171 Grace for President, 5:T45A–T45J “Dress Around the World,” 4:T253, T263

INDEX
“Eclipses,” 3:T171 “Talking Underwater,” 3:T431, T441, Markle, Sandra, 4:T135F
“Enormous Turnip, The,” 3:T237A–T237B T445, T451 McCarthy, Meghan, 6:T225I
“Family Sawmill, A,” 1:T431, T441, T445, “Teamwork to the Top,” 6:T231A–T231B Patterson, Annie, 2:T231J
T451 “Tips for Saving Power,” 5:T347 Rocco, John, 2:T139L
“Food Around the World,” 4:T257 “Together,” 1:T75 Ruiz-Flores, Lupe, 5:T315J
“Four Little Ducklings,” 2:T451 “Tomatoes,” 6:T63 Rylant, Cynthia, 3:T139J
“Games Around the World,” “Tools to Push and Pull,” 3:T65, T75, T79, Sayre, April Pulley, 2:T231J
4:T231A–T231B T85
Simon, Seymour, 3:T323F
“Girl and the Spider, The,” 2:T171 “Uncle Max and I,” 1:T65
Sullivan, Sarah, 5:T135N
“Glaciers,” 4:T153, T163, T167, T173 “Unsinkable Molly Brown, The,” 5:T243,
Tonatiuh, Duncan, 4:T225O
“Gray Goose,” 2:T419A–T419B T253, T257, T263
Velasquez, Eric, 5:T225F
“Helicopters,” 4:T411A–T411B “Walk for Freedom,” 5:T77
Winter, Jeanette, 3:T231K
“Hero,” 5:T63 “Whale’s Journey, A,” 2:T75, T85
Zyle, Jon van, 2:T47K
“Hippos,” 2:T65 “What Friends Do,” 1:T79
Meet the Photographer
“At Home in the River,” 2:T237A–T237B “What Is a Ptarmigan?” 2:T79
Jaffe, Nina, 6:T45K
“Hoppy,” 1:T269 “Who Is My Best Friend?” 1:T263
Metaphor. See Literary devices and
“How the Finch Got Its Colors,” “Why Corn Has Silk,” 4:T333
elements.
4:T321A–T321B “Why There Are Stars,” 4:T347
Modeling. See Comprehension skills;
“How the Rainbow Was Made,” 4:T343, “Why We Work,” 1:T419A–T419B Fluency; Phonics; Vocabulary
T353 “Windy Tree, 4:T411A–T411B development.
“It Takes a Friend,” 1:T85 “Woods, The,” 4:T423, 6:T423 Monitor and clarify. See Comprehension
“Jason and the Golden Fleece,” 6:T333, “Working with Animals,” 1:T341, T351, strategies.
T343, T347, T353 T355, T361 Multimedia, 1:T273, 4:T457, 6:T456, T458
“King Midas and the Golden Touch,” “Yellowstone,” 4:T73, T77, T83 Multiple-meaning words. See
6:T321A–T321B Vocabulary skills and strategies.
“Yum! A School Feeds Others,” 5:T73, T83
“Life in a Termite Mound,” 2:T249, T259, Myths, 6:T18–T19
T263, T269
“Look at Families, A,” 1:T145A–T145B
“Magic Anansi,” 3:T249, T259, T263, T269
“Making Music,” 1:T157
M N
“Moon,” 4:T437, 6:T437 Main idea and key details. See
“Move It!” 3:T53A–T53B Comprehension skills. Narrative text, 1:T295, T320, T323L,
Making connections. See Text T323A, T323E, 2:T228, T231L, T231A,
“Musical Museum, A,” 3:T419B
connections. T248, T258, T262, 3:T227, T231L,
“Music Around the World,” 4:T243 T231A–T231J, T248–T249, T258–T259,
“My Best Friend Forever,” 1:T259 Maps, 1:T468, 2:T468, 3:T474 T262–T263
“My Dog Loves Me,” 1:T249 Media literacy, 1:T466, 2:T464–T465 See also Personal narrative; Writing
“My Puppy,” 1:T237A–T237B See also Computer literacy. text types/purpose.
“Nanook,” 2:T445 Meet the Author/Illustrator Nonfiction. See Genre: reading
Adler, David A., 6:T315J informational text; Informational
“New Year’s Eve,” 1:T167, T177
text.
“Perfect Pavlova,” 1:T171 Bang, Molly, 6:T135J
Nouns. See Grammar; Vocabulary skills
“Pomegranate,” 6:T77 Bennett, Kelly, 1:T231J
and strategies: inflectional endings.
“Pool Rules,” 5:T423, T433, T437, T443 Bruchac, Joseph, 4:T315E
“Power of Water, The,” 6:T141A–T141B Cobb, Vicki, 3:T47I
“Pumpkin Plant, A,” 6:T51A–T51B
“Rain Forests,” 4:T51A–T51B
“To the Rescue,” 4:T141A–T141B
DiPucchio, Kelly, 5:T45K
Gorton, 3:T47I
Hatkoff, Craig, 1:T323J
O
Isabella, Hatkoff, 1:T323J On level options, 5:T123, T213
“By the Sea,” 4:T443, 6:T443
Jerome, Elaine, 5:T315J comprehension, 1:T33, T35, T45, T77,
“See a Star,” 4:T433, 6:T433 T125, T127, T137, T169, T217, T219,
“Shadows and Sun Dials,” 3:T157 Juliana, Hatkoff, 1:T323J T229, T261, T309, T311, T321, T353,
“Sheep Season,” 2:T431 Kalman, Bobbie, 2:T323H T399, T401, T411, T443, 2:T33, T35,
Keller, Holly, 1:T47K T45, T77, T125, T127, T137, T169,
“Solar House, A,” 6:T153, T163, T167, T173
T217, T219, T229, T261, T309, T311,
“Stars,” 3:T167, T177 Khan, Rukhsana, 1:T139K
T321, T353, T399, T401, T443, 3:T33,
“Tadpoles into Frogs,” 2:T341, T351, Levinson, Nancy Smiler, 4:T45J T35, T45, T77, T125, T127, T137,
T355, T361, T366 London, Jonathan, 2:T47K T169, T217, T219, T229, T261, T309,
INDEX BM23
T311, T321, T353, T399, T401, T411, T323, T352, T385, T413, T419, T442,
T443, 4:T31, T33, T43, T75, T121,
T123, T133, T165, T211, T223, T255,
T301, T303, T313, T345, T391, T393,
4:T17, T45, T74, T107, T135, T164,
T196, T225, T254, T287, T315, T344,
T376, T405, T411, T434, T465, 5:T17,
P
T403, T435, 5:T31, T33, T43, T75, T45, T74, T107, T135, T164, T196, Paired/partners, 1:T8, T15, T18, T24, T114,
T225, T255, T301, T303, T313, T345, T411, T434, T465, 6:T17, T45, T74, T300, T332, T338, T388, T412, T416,
T391, T393, T403, T435, 6:T31, T33, T107, T135, T164, T196, T254, T287, T419B, 2:xii, T8, T16, T24, T49, T55, T63,
T213, T223, T255, T301, T303, T313, T465 T155, T192, T200, T208, T233, T239,
T345, T391, T393, T403, T435 Online articles, 1:T464, 2:T464, 3:T464, T247, 284, T284, T287, T292, T298, T300,
fluency, 2:T351, 3:T168, T259, T351, 4:T456, 5:T456, 6:T456 T325, T331, T339, T359, T376, T390,
T352, 4:T164, T253, T254, T343, T344, Onomatopoeia. See Literary devices and T415, T416, T421, T429, T480, T483,
5:T73, T74, T163, T164, T253, T254, elements. T484, T486, T487, T489, T490, 3:xii, T8,
T343, T344, 6:T74, T163, T164, T253, T10, T11, T16, T22, T24, T26, T34, T35,
Oral blending. See Phonemic awareness:
T254, T343, T344 T41, T42, T43, T49, T50, T55, T58, T63,
phoneme blending; Phonics: blend
grammar, 1:T37, T129, T221, T313, T403, T85, T100, T102, T103, T108, T114, T116,
words.
2:T37, T129, T221, T313, T403, 3:T37, T118, T141, T142, T147, T149, T155,
T129, T221, T313, T403, 4:T35, T125, Oral language, 1:T10, T26, T50, T102, T177, T192, T194, T200, T206, T208,
T215, T305, T395, 5:T35, T125, T215, T118, T142, T194, T210, T234, T286, T210, T211, T233, T234, T239, T242,
T305, T395, 6:T35, T125, T215, T305, T302, T326, T378, T392, T416, 2:T10, T247, T269, T284, T286, T292, T298,
T395 T26, T50, T102, T118, T142, T194, T210, T300, T302, T313, T325, T326, T331,
T234, T286, T302, T326, T378, T392, T334, T339, T361, T376, T378, T379,
leveled reader lessons, 1:T74–T75, T416, 3:T10, T26, T50, T102, T118, T142,
T166–T167, T258–T259, T350–T351, T388, T390, T392, T415, T416, T421,
T194, T210, T234, T286, T302, T326, T424, T428, T451, 4:xii, T8, T10, T11,
T440–T441, 2:T74–T75, T166–T167, T378, T392, T416, 4:T10, T24, T48, T100,
T258–T259, T350–T351, T440–T441, T16, T19, T20, T22, T24, T25, T28, T30,
T114, T138, T190, T204, T228, T280, T32, T41, T42, T45L, T47, T48, T51B, T53,
3:T74–T75, T166–T167, T258–T259, T294, T318, T370, T408, 5:T10, T24, T48,
T350–T351, T440–T441, 4:T72–T73, T56, T60, T73, T77, T81, T83, T98, T100,
T100, T114, T138, T190, T204, T228, T101, T106, T109, T112, T114, T120,
T162–T163, T252–T253, T342–T343, T280, T294, T318, T370, T384, T408,
T432–T433, 5:T72–T73, T162–T163, T122, T132, T134, T135H, T137, T138,
6:T10, T24, T48, T100, T114, T138, T190, T141B, T143, T146, T151, T153, T161,
T252–T253, T342–T343, T432–T433, T204, T228, T280, T294, T318, T370,
6:T72–T73, T162–T163, T252–T253, T167, T171, T173, T188, T190, T191,
T384, T408 T197, T198, T202, T204, T222, T224,
T342–T343, T432–T433
Oral presentation, 1:T246, T338, T225P, T227, T228, T231B, T233, T236,
level up, 1:T75, T167, T259, T351, T441, T462–T463, T465, T470–T471, T241, T243, T253, T257, T263, T278,
T473, 2:T75, T167, T259, T351, T441, 2:T462–T461, T465, T470, 3:T462–T463, T280, T281, T286, T289, T292, T294,
T473, 3:T75, T167, T259, T351, T441, T470, 4:T454–T455, T457, T462–T463, T295, T298, T300, T302, T312, T314,
T473, 4:T73, T163, T253, T343, T433, 5:T454, T460, 6:T454–T455, T456, T462 T315F, T317, T318, T321B, T323, T326,
T465, 5:T73, T163, T253, T343, T433,
evaluating, 1:T59, T151, T243, T335, T331, T333, T343, T347, T351, T368,
T465, 6:T73, T163, T253, T343, T433,
T425, T467, T470, 2:T151, T470, T370, T371, T379, T382, T388, T390,
T465
3:T469, T470, 4:T57, T147, T236, T392, T402, T404, T405D, T407, T408,
phonics, 1:T29, T76, T121, T168, T197, T417, T461, 5:T57, T147, T237, T327, T411B, T413, T416, T420, T423, T433,
T213, T260, T289, T305, T352, T381, T417, T460, T462, 6:T57, T147, T237, T437, T441, T443, T486, 5:T10, T11, T19,
T395, T442, 2:T29, T75, T105, T121, T327, T417, T462 T20, T24, T30, T32, T39, T42, T45, T45L,
T168, T197, T213, T260, T305, T352, T48, T51B, T56, T63, T73, T77, T80, T81,
T380, T395, T442, 3:T29, T76, T121, oral responses to literature. See
Response to reading. T83, T100, T101, T109, T110, T114, T118,
T168, T213, T260, T289, T305, T352, T120, T122, T132, T134, T135P, T138,
T395, T442, 4:T27, T74, T117, T164, organizing, 1:T462, T470, 2:T462, T470,
T141B, T146, T163, T167, T170, T171,
T193, T207, T254, T297, T344, T434, 3:T462, T470, 4:T462, 5:T460, T462
T173, T190, T191, T198, T200, T204,
5:T27, T74, T117, T163, T207, T254, persuasive techniques, 6:T458 T208, T210, T212, T222, T224, T225H,
T297, T344, T387, T434, 6:T27, T74, T228, T231B, T236, T243, T253, T260,
research and inquiry, 1:T59, T151, T243,
T117, T164, T207, T254, T297, T344, T261, T263, T280, T281, T289, T290,
T335, T425, T468, 2:T59, T151, T242,
T387, T434 T294, T300, T302, T312, T314, T315L,
T243, T335, T425, T468, T469, 3:T151,
self-selected reading, 1:T77, T169, T261, T243, T335, T425, T467, T468, 4:T57, T318, T321B, T326, T333, T343, T347,
T353, T443, 2:T77, T169, T261, T353, T147, T236, T327, T417, T461, 5:T57, T350, T351, T353, T370, T371, T379,
T443, 3:T77, T169, T261, T353, T443, T147, T237, T417, T459, T460, 6:T57, T381, T384, T388, T390, T392, T402,
4:T75, T165, T255, T345, T435, 5:T75, T147, T237, T327, T417, T461 T404, T405D, T408, T411B, T416, T423,
T165, T255, T345, T435, 6:T75, T165, T433, T437, T440, T441, T443, T457,
speaking clearly, 4:T462
T255, T345, T435 T486, 6:T8, T10, T11, T16, T19, T20, T22,
supportive facts and details, 1:T469,
vocabulary, 1:T17, T47, T76, T109, T139, T24, T28, T30, T32, T42, T44, T45L, T47,
2:T469, 3:T469, 4:T460, 5:T460,
T168, T201, T260, T293, T323, T352, T48, T51B, T53, T56, T60, T63, T73, T77,
6:T460
T385, T413, T419, T442, 2:T17, T47, T81, T83, T98, T100, T101, T106, T109,
T76, T109, T139, T168, T201, T231, writing. See Writing process; T110, T112, T114, T118, T120, T122,
T260, T293, T323, T352, T385, T413, Publishing celebrations. T132, T134, T135L, T137, T138, T141B,
T419, T442, 3:T17, T47, T76, T109, Oral vocabulary. See under Vocabulary T143, T146, T151, T163, T167, T171,
T139, T168, T201, T231, T260, T293, development. T173, T188, T190, T191, T195, T199,

INDEX
T200, T203, T204, T225J, T227, T228, phoneme reversal, 5:T12, T58, T65, long vowels, 1:T288–T289, T304–T305,
T231B, T236, T241, T253, T257, T261, T398, T425, 6:T308, T335 T316, T324, T327, T336, T344–T345,
T263, T278, T280, T281, T289, T292, phoneme segmentation, 1:S12, S24, T352, T380–T381, T394–T395,
T294, T315L, T317, T318, T321B, T326, T40, T60, T67, T152, T159, T288, T406, T417, T426, T434–T435,
T331, T343, T347, T350, T353, T368, T343, 2:T120, T143, T152, T158, T196, 2:T12–T13, T28–T29, T40, T51, T60,
T370, T371, T379, T380, T382, T384, T250, T304, T327, T343, 4:T102, T139, T68, T75, T104–T105, T120–T121,
T405D, T407, T408, T411B, T413, T416, T154, T282, T335, 5:T128, T148, T154, T143, T160–T161, T168, 3:T12–T13,
T420, T423, T433, T437, T441, T443, T386, T409, T424, 6:T116, T139, T154, T28–T29, T40, T51, T60, T68–T69,
T457, T472, T475, T478 T76, T83, T104–T105, T120–T121,
T206, T229, T244, T282, T334, T398
See also Talk about it. T132, T143, T152, T160–T161, T168,
phoneme substitution, 1:T212, T235,
Peer conferences, 1:T36, T55, T128, T147, T250, 2:T28, T51, T67, T212, T235, T175, T196–T197, T212–T213,
T220, T239, T312, T331, T402, T421, T251, T394, T417, T433, 3:T120, T159, T224, T235, T244, T252–T253, T260,
T483, T489, 2:T36, T55, T128, T147, T212, T244, T251, 4:T128, T155, T267, T288–T289, T304–T305,
T220, T239, T312, T331, T402, T421, 5:T116, T155, 6:T128, T155, T296, T327, T336, T344–T345, T359,
T483, T489, 3:T36, T55, T128, T147, T319, T335, T386, T418 T380–T381, T394–T395, T406–T407,
T220, T239, T312, T331, T402, T421, T417, T426, T434–T435, T442,
T483, T489, 4:T34, T53, T124, T143, Phonics
T449, 4:T426–T427, T434, T441,
T214, T233, T304, T323, T394, T413, a, aw, au, augh, al, ough, 5:T282–T283, 6:T426–T427, T434, T441
T475, T481, 5:T34, T53, T124, T143, T296–T297, T308, T319, T328
nouns, possessive, 6:T248
T214, T233, T304, T323, T394, T413, blending words, 1:S7, S13, S19, S25,
T475, T481, 6:T34, T53, T124, T143, S30, T13, T29, T40, T60, T68, T69, See also Grammar: nouns.
T214, T233, T304, T323, T394, T413, T105, T121, T132, T152, T160, T161, pretest. See under Spelling.
T475, T481 T197, T213, T224, T244, T252, T253, pronouns, possessive, 6:T248
Personal response. See Respond to T289, T305, T316, T336, T344, T345,
See also Grammar: pronouns.
reading. T381, T395, T406, T426, T434, T435,
2:T13, T29, T40, T60, T68, T69, T105, r-controlled vowels, 4:T102–T103,
Persuasive techniques, 6:T458
T121, T132, T152, T160, T161, T197, T116–T117, T128, T139, T148, T161,
Phonemic awareness T164, T171, T192–T193, T206–T207,
T213, T224, T244, T252, T253, T289,
blending words, 5:T157 T305, T316, T336, T344–T345, T352, T218, T229, T238, T246–T247, T254,
initial and final sound substitution, T380, T395, T406, T426, T434, T435, T282–T283, T296–T297, T308,
5:T26, T49, T64 3:T13, T29, T40, T60, T68, T69, T105, T319, T328, T336–T337, T344, T351,
initial sound substitution, 4:T206, T229, T120–T121, T132, T152, T160, T161, T372–T373, T398, T409, T418
T245 T197, T213, T224, T244, T252, T253, short vowel digraphs, 5:T372–T373,
phoneme addition, 2:T12, T66, 3:T224, T289, T305, T336, T344, T345, T381, T386–T387, T398, T409, T418, T434,
T250, T380, T417, T433, 5:T328, T335, T395, T406, T426, T434, T435, 4:T27, T441
6:T26, T58, T65, T102, T155, T218, T38, T49, T58, T66–T67, T103, T117,
short vowels, 1:T12–T13, T28–T29,
T238, T245, T409 T128, T148, T156, T157, T193, T207,
T40–T41, T51, T60, T68–T69, T76,
T218, T238, T246, T283, T297, T308,
phoneme blending, 1:S6, S18, T12, T66, T83, T104–T105, T120–T121, T132,
T328, T336, T373, T398, T418, T426,
T132, T152, T158, T159, T224, T244, T143, T152, T160–T161, T168, T175,
T427, 5:T13, T27, T38, T49, T58, T66,
T251, T316, T336, T342, T406, T426, T304–T305, T316, T327, T336,
T67, T103, T117, T128–T129, T156,
T431, 2:T40, T60, T66, T132, T158, T344–T345, T352, T359, T380–T381,
T193, T207, T218, T238, T246, T247,
T224, T244, T250, T316, T336, T342, T394–T395, T406, T417, T426,
T283, T297, T308, T328, T336, T337,
T406, T426, T432, 3:T40, T60, T67, T434–T435, 2:T12–T13, T28–T29, T40,
T373, T387, T398, T418, T426, T427,
T132, T152, T159, T235, T250, T316, T51, T60, T68, T75, T120–T121, T143,
6:T426, T427
T336, T343, T406, T426, T432, 4:T38, T160–T161, T168, T175, 3:T417,
T58, T65, T116, T148, T154, T218, blending words with syllables, 6:T12, 5:T426–T427
T238, T244, T296, T319, T334, T398, T27, T38, T58, T67, T103, T117, T128,
T148, T156, T157, T192, T207, T218, silent letters, 4:T12–T13, T26–T27,
T418, T425, 5:T38, T64, T102, T154,
T218, T238, T245, T308, T334, T418, T238, T246, T247, T283, T297, T308, T38–T39, T49, T66–T67, T74, T81
T424, 6:T38, T58, T64, T148, T154, T328, T336, T337, T387, T398, T418 soft c and g, 2:T196–T197, T212–T213,
T206, T229, T244, T328, T334, T425 consonant blends, 1:S19, T267, T224, T235, T244, T252–T253, T260,
phoneme categorization, 1:T28, T51, 2:T380–T381, T394–T395, T267
T66, T196, T250, T304, T327, T342, T406–T407, T417, T426, T434–T435, sound error. See Corrective feedback,
T394, T417, T431, 3:T28, T51, T66, T448 sound error.
T143, T158, T304, T342, 4:T26, T49, consonant digraphs, 2:T288–T289, sound/spellings, 1:S6, S12, S24, S30,
T64, T409, T424, 5:T206, T244, T304–T305, T316, T327, T336, T434, T449, 2:T160–T161
6:T424 T344–T345, T352, T359 sound/spellings fluency. See Fluency:
phoneme deletion, 2:T104, T159, contractions, 6:T248 sound/spellings.
3:T196, T251, T380, T417, 5:T139,
T155, T296, T319, T335, T372, T425, See also Grammar. structural analysis
6:T49, T65, T218, T238, T245 decoding words, 2:T345 abbreviations, 4:T297, T309, T319,
phoneme identity, 4:T12, T64 final e, 1:S30 T328, T338
phoneme isolation, 1:T120, T143, T158, letter-sound correspondences. See alphabetical order (two letters),
T380, T431, 3:T104, T158 Phonics: sound/spellings. 5:T387, T399, T409, T418, T428
INDEX BM25
comparative endings, 3:T395, T407, /ou/, /ow/, 5:T12–T13, T26–T27, T38, repetition, 4:xii, T376, T402–T403,
T417, T426, T436, 6:T297, T309, T49, T58, T66–T67, T74, T81 T405B, T405D, 5:xii, 6:xii
T319, T328, T338 /oy/, /oi/, 5:T102–T103, T116–T117, rhyme/rhyme scheme, 1:xii, T249,
compound words, 2:T395, T407, T128–T129, T139, T156–T157, T259, T269, 2:xii, T398, 4:xii, T478,
T417, T426, T436, 6:T27, T39, T49, T164, T171 T480, 5:xii, 6:xii, T402–T403,
T58, T67 word building, 1:T69, T76, T121, T143, T405B, T405D
contractions, 3:T29, T41, T51, T60, T161, T168, T213, T235, T253, T260, rhythm, 2:T384, T410–T411, T413C,
T70, T213, T224, T235, T244, T254, T305, T327, T336, T345, T352, T395, T413D
5:T207, T219, T229, T238, T248, T417, T426, T435, T442, 2:T29, T51, sensory words, 4:T478
6:T207, T219, T229, T238 T60, T69, T121, T143, T161, T168,
T213, T235, T244, T253, T260, T305, simile, 4:T376
inflectional endings, 1:T29, T41, T51,
T327, T336, T345, T395, T417, T426, reading, 1:xii, 2:xii, T379, T386–T387,
T60, T70, T121, T133, T143, T152,
T435, T442, 3:T51, T60, T69, T76, T386–T389, T393, T398–T399, T404,
T162, T305, T317, T327, T336,
T121, T143, T152, T161, T168, T213, T413A–T413C, 3:xii, 4:xii, T378–T379,
T346, 2:T29, T41, T51, T60, T70,
T235, T253, T260, T305, T327, T336, T405A–T405B, T411A–T411B, 5:xii,
4:T117, T129, T139, T148, T158
T345, T352, T395, T417, T426, T435, 6:xii, T377–T379, T405A–T405C,
plurals, 3:T305, T317, T327, T336, T442, 4:T27, T58, T67, T74, T117, T411A–T411B
T346, 4:T207, T219, T229, T238, T139, T157, T164, T207, T229, T238, rhyming poems, 6:T390–T391
T248, 5:T27, T39, T49, T58, T68 T247, T254, T297, T319, T328, T337,
writing, 4:T111, T381, T414–T417, T459
possessives, 1:T395, T407, T417, T344, T409, T418, T427, T434, 5:T27,
T426, T436, 6:T207, T219, T229, T58, T67, T74, T117, T139, T157, See also Writing text types/purposes:
T238 T207, T229, T238, T247, T297, T319, creative/literary text.
prefixes, 2:T213, T225, T235, T244, T337, T387, T409, T418, T427, T434, Predict, 1:T47A, T64, T74, T78, T139A,
T254, 4:T27, T39, T49, T58, T68, 6:T427, T434 T156, T166, T170, T231A, T248, T258,
6:T117, T128, T139, T148, T158 word building with syllables, 6:T49, T262, T268, T323A, T340, T350, T354,
T58, T67, T117, T139, T148, T157, T360, T413A, T430, T440, T444, T450,
suffixes, 2:T305, T317, T327, T336,
T164, T207, T229, T247, T297, T319, 2:T47A, T64, T74, T78, T84, T139A,
T346, 4:T27, T39, T49, T58, T68,
T328, T337, T387, T409, T418 T156, T166, T170, T176, T231A, T248,
6:T117, T128, T139, T148, T158
See also under Approaching level T258, T262, T268, T323A, T323F, T340,
syllables T350, T354, T360, T430, T440, T444,
options; Beyond level options;
closed, 1:T213, T225, T235, T244, English language learners; On 3:T47A, T64, T78, T139A, T156, T166,
T254, 6:T12–T13, T26–T27, T38, level options. T170, T231A, T248, T258, T323A, T354,
T49, T58, T66 T413A, T430, T440, T444, 4:T45A, T62,
Phonological awareness T72, T72–T73, T76, T135A, T152, T162,
consonant + le (el, al), 5:T117, T129,
generate rhyme, 4:T192, T244 T162–T163, T166, T225A, T242, T252,
T139, T148, T158, 6:T192–T193,
T206–T207, T218, T229, T238, identify and generate alliteration, T252–T253, T256, T315A, T332, T342,
T246–T247, T254, T261 3:T394, T432 T342–T343, T346, T405A, T422, T432,
identify and generate rhyme, 1:T104, T432–T433, T436, 5:T45A, T62, T72, T76,
CVCe pattern, 2:T121, T133, T143, T135A, T152, T162, T166, T225A, T242,
T152, T162, 6:T102–T103, T159, 2:T288, T342, T380, T432,
3:T12, T66, 6:T12, T64 T252, T256, T315A, T332, T342, T346,
T116–T117, T128, T139, T148, T405A, T422, T432, T436, 6:T45A, T62,
T156, T164, T171 identify syllables, 3:T288, T327, T342, T72, T76, T135A, T152, T162, T166, T242,
open, 3:T121, T133, T143, T152, T162, 4:T308, T328, T334, T372, T424, T252, T256, T332, T342, T346, T422,
6:T12–T13, T26–T27, T38, T49, T58, 5:T192, T229, T244–T245, T282, T334, T432, T436
T66, T81 6:T192, T244, T424
Predictions, making and confirming.
with r-controlled vowels, Photographs/illustrations, using,
See under Comprehension skills.
4:T156–T157, T399, T409, T418, 1:T44, T248, T258, T320, T323B, T323D,
T323F, T323H, T323L, T340–T341, T349, Predictions and purposes, return to,
T428, 6:T386–T387, T398, T409, 1:T47J, T139J, T231I, T323I, T413C,
T428 T350–T351, T353, T355, T357, T405,
T413B, 2:T39, T131, T315, 5:T402 2:T47J, T139K, T231I, T323H, 3:T47H,
vowel team syllables, 5:T297, T309, T139I, T231J, T323E, T413C, 4:T45I,
Plagiarism, 4:T458
T319, T328, T338, 6:T282–T283, T135E, T225N, T315D, 5:T45J, T135M,
T296–T297, T308, T319, T328, Plot development. See Comprehension T225E, T315I, T405C, 6:T45J, T135I,
T336, T344, T350 skills: plot. T315I
words with three or more, 6:T387, Poetry Prefixes. See Phonics: structural
T399, T418 annotation of, 6:T414–T416 analysis; Vocabulary skills and
two-letter blends, 1:S18, T196–T197, free verse, 4:T376, T390–T391 strategies.
T212–T213, T224, T235, T244, literary elements of Presentation, oral. See Oral
T252–T253, T260 presentation.
alliteration, 4:T376
variant vowel spellings with digraphs, Problem and solution, identifying. See
figurative language, 4:T478, T479,
5:T192–T193, T206–T207, T218, Comprehension skills: problem and
6:T404–T405, T405D
T229, T238, T246–T247, T254, T261, solution.
T282–T283, T296–T297, T308, T319, metaphor, 3:xii
Publishing celebrations, 1:T470–T471,
T328, T336–T337, T344, T351 onomatopoeia, 2:xii 2:T470–T471, 3:T470–T471, 4:T462–T463,
vowel diphthongs personification, 4:T405C 5:T462–T463, 6:T462–T463

INDEX
Punctuation. See Grammar: T341, T345, T349, T431, T435, T439, T424–T425, 4:T56–T57, T146–T147,
punctuation. 5:T71, T75, T79, T161, T165, T169, T251, T236–T237, T326–T327, T416–T417,
Purpose for reading, 2:T294, 3:T216 T255, T259, T341, T345, T349, T431, 5:T56–T57, T146–T147, T236–T237,
T435, T439, 6:T71, T75, T79, T161, T164, T326–T327, T416–T417,6:T56–T57,
Purpose for writing, 1:T481, T487
T169, T250, T255, T259, T341, T345, T146–T147, T236–T237, T326–T327,
T349, T431, T435, T439 T416–T417
Q
Reading rate, adjust. See Fluency: rate. project options, 1:T56, T148, T240,
Reading together. See Shared reading. T332, T422, T466, T467, 2:T56, T148,
T240, T332, T422, T466, 3:T56, T148,
Realistic fiction. See Genre: reading
T240, T332, T422, T466, 4:T54, T144,
literature.
Quick check. See individual page T234, T324, T414, T459, T460, 5:T54,
listing for Comprehension skills, Repeated readings. See Comprehension T144, T234, T324, T414, T458, T459,
Comprehension strategies, High- strategies: reread; Fluency; 6:T54, T144, T234, T324, T459
frequency words, Phonemic Rereading.
recording and organizing information,
awareness, Phonics, Vocabulary Rereading, 1:S8, S10, S14, S20, S22–S23, 4:T458
development, Writing. S26, S28–S29, T38–T39, T47C, T119,
T130, T139C, T222, T231D, T296, T314, reference sources, 4:T458, 5:T458
Quotation marks, 1:T391, T403, T415,
T421, T429, 4:T113, T125, T137, T143, T323C, T386, T404, T494, T497, 2:T18, research skills and strategies, 1:T466,
T151, 5:T22, T35, T47, T53, T61 T20, T38–T39, T47D, T110, T112, T119, 2:T466, 3:T466, 4:T458, 5:T458,
T130, T139E, T139H, T202, T204, T211, 6:T458
Quotations, 5:xii T222, T231C, T294, T296, T308–T309, reviewing and evaluating, 1:T469,
T386, T495, T497, 3:T38, T110, T112, 2:T469, 3:T469, 4:T461, 5:T461,
T130, T139D, T202, T231H, T303, T314,
R
6:T461
T323B, T386, T404, T497, 4:T18, T108,
Research process
T126, T198, T225D, T225L, T288, T295,
T315C, T378, T487, 5:T18, T45G, T108, find and record information, 2:T468,
T135C, T198, T216, T288, T306, T378, 3:T468, 4:T460, 5:T460, 6:T460
Range of reading. See Access complex
text. T396, T487, 6:T18, T25, T36, T108, T198, identify sources, 2:T468, 3:T468, 4:T460,
T216, T288, T306, T378, T487 5:T460, 6:T460
Read alouds. See Interactive read
alouds. See also Comprehension strategies: online research tools, 1:T464–T465,
reread; Listening comprehension: 2:T464, T465
Reader’s Theater, 1:T462–T463, reread.
2:T462–T463, 3:T462–T463, 4:T454–T455, organize, 2:T468, 3:T468, 5:T460,
5:T454–T455, 6:T454–T455 Research and inquiry 6:T460
Reading across texts. See Literature checklists, 1:T59, T151, T243, T335, set research goals, 2:T468, 3:T468,
selections, paired. T425, T469, 2:T59, T151, T243, T335, 4:T460, 5:T460, 6:T460
T425, T469, 3:T59, T151, T243, T335,
Reading independently, 1:T73, T77, T81, synthesize/present, 2:T468, 3:T468,
T425, T469, 4:T57, T147, T237, T327,
T165, T169, T173, T257, T261, T265, 5:T460, 6:T460
T417, T461, 5:T57, T147, T237, T327,
T349, T353, T357, T439, T443, T447, T417, T461, 6:T57, T147, T237, T327, Research skills
2:T73, T77, T81, T165, T169, T173, T257, T417, T461 citing sources, 2:T466, 5:T457
T261, T265, T349, T353, T357, T439,
citations, 1:T58, T59, T148, T151, T242, gathering information from multiple
T443, T447, T475, 3:T73, T77, T81, T165,
T243, T334, T335, T424, T425, 2:T58, sources
T169, T173, T257, T261, T265, T349,
T59, T150, T151, T242, T243, T334, alphabetical order, 2:T466
T353, T357, T439, T443, T447, 4:T71,
T335, T424, T425, 3:T58, T59, T150,
T75, T79, T161, T165, T169, T251, T255, selecting appropriate sources,
T151, T242, T243, T334, T335, T424,
T259, T341, T345, T349, T431, T435, 2:T466
T425, T466, 4:T56, T57, T146, T147,
T439, T467, 5:T71, T75, T79, T161, T165,
T236, T326, T416, T417, T458, 5:T56, note taking
T169, T251, T255, T259, T341, T345,
T57, T146, T147, T236, T237, T326, paraphrasing and summarizing,
T349, T431, T435, T439, T467, 6:T71,
T327, T416, T417, 6:T56, T57, T146, 4:T458
T75, T79, T161, T164, T169, T250, T255,
T147, T236, T237, T326, T327, T416,
T259, T341, T345, T349, T431, T435, recording and organizing
T417
T439 information, 4:T458
create the project, 1:T55, T149, T241,
Reading process. See Comprehension parts of the library
T333, T423, 2:T55, T149, T241, T333,
skills; Comprehension strategies; alphabetical order, 3:T466, 5:T458
T423, 3:T54, T149, T241, T333, T423,
Fluency; Phonemic awareness;
4:T55, T145, T235, T325, T415, 5:T55, using multiple sources, 3:T466,
Phonics; Vocabulary development.
T145, T235, T325, T415, 6:T55, T145, 5:T458
Reading purposefully, 1:T73, T77, T81, T235, T325, T415
T165, T169, T173, T257, T261, T265, recalling information from experiences
note taking, 4:T458 conducting an interview, 1:T466
T349, T353, T357, T439, T443, T447,
2:T73, T77, T81, T165, T169, T173, T257, online research tools, 6:T458 using relevant details, 1:T466
T261, T265, T349, T353, T357, T439, presentation, 1:T58–T59, T150–T151, using visual displays and multimedia,
T443, T447, 3:T73, T77, T81, T165, T169, T242–T243, T334–T335, T424–T425,
4:T457
T173, T257, T261, T265, T349, T353, 2:T58–T59, T150–T151, T242–T243,
T357, T439, T443, T447, 4:T71, T75, T79, T334–T335, T424–T425, 3:T58–T59, evaluating purpose for, 6:T458
T161, T165, T169, T251, T255, T259, T150–T151, T242–T243, T334–T335, persuasive techniques, 6:T458
INDEX BM27
Response to intervention, 1:T91, T183, T153, T163, T167, T205, T243, T253, Sensory language, 4:T380, T394, T406,
T275, T367, T457, T477, 2:T91, T183, T257, T263, T295, T333, T347, T353, T411A, T478, T481, 6:T394, T406, T478
T275, T367, T457, T477, 3:T91, T183, T385, T423, T433, T437, T443 Sequence of events, identifying. See
T275, T367, T457, T477, 4:T89, T179, Rhyme, 1:xii, T249, T259, T263, T269, 2:xii, Comprehension skills: sequence.
T269, T359, T449, T469, 5:T89, T179, T398, 4:xii, T478, T480, 5:xii, 6:xii, T402, Setting. See Comprehension skills:
T269, T359, T449, T469, 6:T89, T179, T405B, T405D character, setting, events.
T269, T359, T449, T469
Rhythm, 2:T410–T411, T413C, T413D Shared reading
Response to reading
Root words, 1:T138, T139H, T139L, T172, Alaska: A Special Place, 4:T18–T19,
informational text, 1:S17, T323K, T351,
T179, T322, T356, T363, T418, 2:T53, T80–T81
T355, T361, T413D, T431, T441, T445,
T237, T419, 3:T53, 4:T314–T315, T315F, “Art Project, The,” 5:T288–T289
T451, T473, T474, 2:T85, T231K, T263,
T348, T355
T269, T323J, T341, T351, T355, T361, “Bat Is Not a Bird, A,” 2:T387
T451, T472, T473, T474, 3:T47J, T65, Routines
“Box of Crayons, A,” 6:T378–T379
T75, T79, T85, T231L, T323G, T341, Close reading, 1:S11, T492–T497
T351, T355, T361, T413D, T431, T441, Boy Who Cried Wolf, The, 2:T110–T113,
conferencing. See Peer conferences; T174–T175
T445, T450, T472, T473, 4:T45K, T73,
Teacher conference.
T77, T83, T135G, T153, T163, T167, “Cats and Kittens,” 2:T386–T389,
T173, T464, T465, T466, 5:T225G, retellings, 1:S29 T448–T449
T243, T253, T257, T263, T353, T405D, writing process tips, 1:S33 “César Chávez,” 5:T198–T199,
T423, T433, T437, T443, T464, T465, Rubrics. See Scoring rubrics. T260–T261
T466, 6:T135K, T153, T163, T167,
“Desert Camels,” 2:T386–T387
T173, T225J, T243, T253, T257, T263,
T315K, T333, T343, T347, T353, T464, “Difficult Decision, A,” 5:T18–T19,
T465, T466
literature, 1:S5, S11, S23, T47L, T49,
T75, T79, T85, T139L, T157, T167,
S T80–T81
“Dive Teams,” 6:T198–T199, T260–T261
Eagles and Eaglets, 2:T294–T297,
T171, T177, T231K, T249, T259, T263, Science, 1:T56, T56–T59, T240–T243, T358–T359
T269, 2:T47L, T65, T75, T79, T139M, T323I, T332–T335, T341, T351, T355, “Families Work!” 1:T386–T387,
T157, T167, T171, T177, T249, T259, T361, 2:T56–T59, T148, T240–T243, T448–T449
T413D, T431, T441, T445, 3:T139K, T249, T259, T263, T269, T332–T335,
T157, T167, T171, T177, T249, T259, Finding Cal, 1:T202–T205, T266–T267
T341, T351, T355, T361, T422–T425,
T263, T269, 4:T225P, T243, T253, T465, T467, 3:T56–T59, T65, T75, T79, “Happy New Year!” 4:T198–T199,
T257, T263, T315F, T333, T343, T347, T85, T148–T151, T240–T243, T341, T351, T260–T261
T353, T405C, T423, T433, T437, T443, T355, T361, T422–T425, T431, T441, “Life of a Dollar Bill, The,” 6:T288–T289,
5:T45L, T63, T73, T77, T83, T135O, T445, T451, T467, 4:T63, T73, T77, T83, T350–T351
T153, T163, T167, T173, T315K, T333, T135D, T144–T147, T153, T163, T167, “Lighting Lives,” 3:T202–T205,
T343, T347, 6:T45L, T63, T73, T77, T173, T324–T327, T414–T417, T457, T266–T267
T83, T405D, T423, T433, T437, T443 T459, 5:T333, T343, T347, T353, T459,
“Little Flap Learns to Fly,” 1:T18–T21,
Reteach, 1:T63, T155, T247, T254, T339, 6:T45J, T135G, T144–T147, T153, T163, T44–T45, T82–T83
T346, T429, T436, 2:T63, T155, T247, T167, T173, T225H, T234–T237, T243,
T339, T429, T436, 3:T63, T155, T162, T253, T257, T263, T414–T417, T459 “Magnets Work!” 3:T18–T21, T32–T35,
T247, T339, T428, T436, 4:T60, T68, T82–T83
Scoring rubrics, 1:T469, T485, T491,
T151, T241, T331, T420, T428, 5:T61, 2:T469, T485, T491, 3:T469, T485, T491, “Maria Celebrates Brazil,” 1:T110–T113,
T68, T151, T241, T331, T428, 6:T60, T124–T125, T174–T175
4:T461, T477, T483, 5:T460, T477, T483,
T151, T158, T241, T331, T420, T428 Mother Goose to the Rescue,
6:T461, T477, T483
Retelling, 1:S8, S14, S20, S26, T27, T49, 6:T454–T455
Self-monitoring strategies. See
T75, T79, T119, T157, T167, T171, T177, “Nature Walk,” 4:T378–T379
Comprehension skills;
T211, T249, T259, T263, T269, T303,
Comprehension strategies. Self- Pedal Power, 6:T108–T109, T170–T171
T341, T351, T355, T361, T393, T431,
selected reading, 1:T73, T77, T81, Prairie Guard Dog, A, 2:T202–T205,
T441, T445, T451, 2:T27, T65, T75, T79,
T85, T119, T157, T167, T171, T211, T249, T165, T169, T173, T257, T261, T265, T266–T267
T259, T263, T303, T341, T351, T355, T349, T353, T357, T439, T443, T447,
Room for More, 1:T462
T361, T393, T431, T441, T451, 3:T27, T475, 2:T73, T77, T81, T165, T169, T173,
T257, T261, T265, T349, T353, T357, Into the Sea, 4:T108–T109, T170–T171
T75, T79, T85, T119, T157, T167, T171,
T177, T211, T249, T259, T263, T303, T439, T443, T447, T475, 3:T73, T77, T81, Search for the Magic Lake, The,
T341, T355, T361, T393, T431, T441, T165, T169, T173, T257, T261, T265, 5:T454–T455
T445, T451, 4:T25, T73, T77, T83, T115, T349, T353, T357, T439, T443, T447, Secret Song, The, 2:T462–T463
T153, T163, T167, T173, T205, T243, T475, 4:T71, T75, T79, T161, T165, T169, “In the Sky,” 4:T378–T379
T253, T257, T263, T295, T333, T343, T251, T255, T259, T341, T345, T349,
T431, T435, T439, 5:T71, T75, T79, T161, Snow Shape, 4:T378–T379, T440–T441,
T347, T353, T423, T433, T437, T443,
6:T440–T441
5:T25, T63, T73, T77, T83, T115, T153, T165, T169, T251, T255, T259, T341,
T163, T167, T173, T205, T243, T253, T345, T349, T431, T435, T439, 6:T71, “Soccer Friends,” 5:T108–T109,
T257, T263, T295, T333, T343, T347, T75, T79, T161, T165, T169, T251, T255, T170–T171
T353, T385, T423, T433, T437, T443, T259, T341, T345, T349, T431, T435, “Starry Night,” 3:T110–T113,
T455, 6:T25, T63, T73, T77, T83, T115, T439 T174–T175

INDEX
Taking Care of Pepper, 1:T294–T297, closed and open syllables, 6:T86 /oy/, /oi/, 5:T104, T118, T129, T140,
T358 consonant + le (el, al) syllables, 6:T194, T149
“They’ve Got the Beat!” 3:T386–T387, T208, T219, T230, T239, T266 vowel-sound spellings, 3:T306, T317,
T448–T449 consonant blends, 2:T382, T396, T407, T328, T337, 6:T149
“Ticket, The,” 6:T378–T379 T418, T427, T454 vowel team syllables, 6:T284, T356
Tornado! 3:T294–T297, T358–T359 consonant digraphs, 2:T290, T306, word lists, 1:T14, T106, T198, T290,
Visiting the Past, 5:T378–T379, T317, T328, T337, T364 T382, 2:T14, T106, T198, T290, T382,
T440–T441 CVCe syllables, 6:T104, T176 3:T14, T106, T198, T290, T382, 4:T14,
Visit to the Desert, A, 2:T18–T21, long vowels, 1:T290, T306, T317, T328, T104, T194, T284, T374, 5:T14, T104,
T82–T83 T337, T364, T382, T396, T407, T418, T194, T284, T374, 6:T14, T104, T194,
T427, T454, 2:T14, T30, T41, T52, T61, T284, T374
“What Story Is This?” 6:T378–T379
T88, T106, T122, T133, T144, T153, word sort, 1:T30, T52, T61, T122, T144,
“Why Fir Tree Keeps His Leaves,”
T180, 3:T14, T30, T41, T52, T61, T88, T153, T214, T236, T245, T306, T328,
6:T18–T19, T80–T81
T106, T122, T133, T144, T153, T180, T396, T418, T427, 2:T30, T41, T52,
“Why the Sun and Moon Live in the T198, T214, T225, T236, T245, T272, T61, T122, T133, T144, T153, T214,
Sky,” 4:T288–T289, T350–T351 T290, T364, T382, T396, T407, T418, T236, T245, T306, T328, T337, T396,
Small group options. See Approaching T427, T454 T407, T418, T427, 3:T30, T52, T61,
level options; Beyond level options; open/closed syllables, 6:T14, T28, T39, T122, T153, T214, T225, T236, T245,
Differentiated instruction; English T50, T59 T306, T328, T337, T396, T407, T418,
language learners; On level options. T427, 4:T28, T39, T50, T59, T118,
posttest, 1:T61, T153, T245, T337, T427,
Smart Start share read-aloud 2:T61, T153, T245, T337, T427, 3:T61, T140, T149, T208, T219, T230, T298,
“Meet the Artists,” 1:S16–S17, S22–S23 T153, T245, T337, T427, 4:T59, T149, T320, T329, T399, T410, T419, 5:T28,
“Tortoise and the Hare, The,” 1:S4, T239, T329, 419, 5:T59, T149, T239, T39, T50, T59, T118, T140, T149,
S10–S11, S28–S29 T329, T419, 6:T59, T149, T239, T329, T208, T219, T230, T239, T298, T309,
419 T320, T329, T388, T399, T410, T419
Social Studies, 1:T150–T151, T157, T167,
T171, T177, T422–T425, T431, T441, pretest, 1:T14, T106, T198, T290, T382, by syllables, 6:T28, T50, T59, T208,
T445, T451, T467, 3:T157, T249, T259, 2:T14, T106, T198, T290, T382, 3:T14, T219, T239, T297, T309, T320,
T269, T467, 4:T225M, T234–T237, T106, T198, T290, T382, 4:T14, T104, T329, T388, T399, T410, T419
T459, 5:T45J, T54–T57, T63, T73, T77, T194, T284, T374, 5:T14, T104, T194, by vowel-sound spellings, 6:T118,
T83, T153, T167, T173, T234–T237, T284, T374, 6:T14, T104, T194, T284, T129, T140, T149, T230
T243, T253, T257, T263, T324–T326, T374
Spiral review, 1:T39, T53, T131, T145,
T414–T417, T423, T433, T437, T443, r-controlled vowels, 4:T104, T118, T129,
T223, T237, T315, T329, T405, T419,
T457, T459, 6:T315E, T324–T327, T333, T140, T149, T176, T194, T208, T219,
2:T39, T53, T131, T145, T223, T237,
T343, T347, T353, T459 T230, T239, T266, T284, T309, T320,
T315, T329, T405, T419, 3:T39, T53,
Speaking skill and strategies. See Oral T329, T356, T374, T399, T410, T419,
T131, T145, T223, T237, T315, T329,
language; Reader’s Theater. T446, 6:T419, T446
T405, T419, 4:T37, T51, T127, T141,
appropriate facts/relevant details, r-controlled vowel syllables, 6:T399 T217, T231, T307, T321, T397, T411,
1:T466, T469, 2:T469, 3:T469, 4:T460, short vowel digraphs, 5:T374, T388, 5:T37, T51, T127, T141, T212, T231,
5:T460, 6:T460 T399, T410, T419, T446 T307, T321, T397, T411, 6:T37, T51,
checklist, 1:T470, 2:T470, 3:T470, short vowels, 1:T14, T30, T41, T52, T61, T127, T141, T217, T231, T307, T321,
4:T462, 5:T462, 6:T462 T88, T106, T122, T133, T144, T153, T397, T411
complete sentences, 1:T466, 2:T471, T180, T290, T306, T317, T328, T337, Start Smart, 1:S1–S35
4:T460 T364, T382, T396, T407, T418, T427,
Start Smart Reader
conducting an interview, 1:T466 T454, 2:T14, T30, T41, T52, T61, T88,
T106, T122, T133, T144, T153, T180 “I Can Plant,” 1:S31
create recordings, 1:T466, T468, 2:T468,
silent letters, 4:T14, T28, T39, T50, T59, Story structure. See under
3:T468, 4:T423, T460, 5:T460, 6:T460
T86 Comprehension skills: character,
eye contact, 1:T469, 2:T469, 3:T469, setting, plot.
4:T460, 5:T460, 6:T460 soft c and g, 2:T198, T214, T225, T236,
T245, T272 Structural analysis. See under Phonics.
persuasive techniques, 6:T458
two-letter blends, 1:T198, T214, T225, Study skills
presentations. See Oral presentation; T236, T245, T272
Research and inquiry: skim and scan, 1:T464, 4:T456
presentations; Writing process: variant vowel spellings, 5:T266, T284, using online resources, 2:T464, T465,
publish/present. T298, T309, T320, T329 3:T464, 5:T456, 6:T456, T458
using props and visuals, 1:T470, 2:T470, variant vowel /u/ spellings with Suffixes. See Phonics; Vocabulary skills
3:T470, 4:T462, 5:T462, 6:T462 digraphs, 5:T194, T207, T356 and strategies.
Spelling vowel digraphs, 3:T30 Summarize. See Comprehension
analyzing errors of. See Writing vowel diphthongs strategies; Retelling.
process: edit/proofread. /oi/, 5:T176 Synonyms. See Phonics: structural
a, aw, au, augh, al, ough, 5:T284, T298, /ou/, /ow/, 5:T13, T28, T39, T50, T59, analysis; Vocabulary skills and
T309, T320, T329 T86 strategies.
INDEX BM29
Synthesizing, 1:T79, T171, T263, T355, T414, T457, T460, T462, T463, 5:T54, T146, T236, T326, T416, T486, 5:T56,
T445, T446, T468, 3:T445, 5:T437, T438, T228, T234, T414, T456–T457, T460, T146, T236, T326, T416, T486, 6:T56,
6:T168, T257, T347, T348 T462, T463, 6:T138, T144, T234, T324, T146, T236, T315L, T326, T416
See also Comprehension Strategies. T458 text to world, 1:S28, T47L, T58, T103,
Text complexity. See Access complex T139L, T150, T195, T231L, T242,
text. T323L, T334, T424, 2:T47L, T58,
T Text connections
making connections across texts,
1:T53B, T65, T75, T79, T85, T145B,
T139N, T150, T231L, T242, T287,
T323J, T334, T424, T465, 3:T11, T47J,
T58, T139L, T149, T231L, T237B,
T242, T287, T323H, T329B, T334,
Taking notes, 1:T464, T475, T493, T496, T157, T167, T171, T177, T249, T259, T379, T424, 4:T11, T45L, T56, T101,
2:T464, T475, T493, T496, 3:T464, T466, T263, T269, T329B, T341, T351, T135H, T146, T191, T225P, T236,
T475, T493, T496, 4:T456, T458, T467, T355, T359, T361, T419B, T451, T465, T281, T315F, T326, T371, T405D,
T484, T485, T488, 5:T456, T467, T484, 2:T53B, T65, T75, T85, T145B, T157, T416, 5:T45L, T56, T101, T135P,
T485, T488, 6:T456, T465, T484, T485, T237B, T249, T259, T269, T329B, T146, T191, T236, T281, T315L, T326,
T488 T341, T351, T361, T419B, T431, T441, T405D, T416, 6:T45L, T56, T135L,
Talk about it, 1: xii, S5, S11, S17, T8, T16, T445, T451, 3:T53A, T53B, T75, T79, T146, T225J, T236, T326, T405D, T416
T24, T49, T55, T63, T100, T108, T116, T85, T145B, T157, T167, T195, T249, See also Connect to concept; Connect
T129, T141, T147, T155, T192, T200, T259, T263, T269, T341, T351, T355, to content.
T208, T233, T239, T247, T284, T292, T361, T431, T441, T445, T451, T465,
4:T51B, T63, T73, T77, T83, T141B, Text evidence, 1:T47L, T139L, T231L,
T300, T325, T331, T339, T376, T384, T323L, T413D, 2:T47L, T139N, T231L,
T390, T415, T421, T429, 2:xii, T8, T16, T153, T161, T167, T173, T231B, T243,
T323J, T413D, 3:T47J, T139L, T231L,
T24, T49, T55, T63, T100, T108, T116, T253, T257, T263, T333, T343, T347,
T323H, T413D, 4:T45L, T135H, T225P,
T141, T147, T155, T192, T200, T208, T411B, T423, T433, T437, T443, T457,
T315F, T405D, 5:T45L, T135P, T225H,
T233, T239, T247, T284, T292, T300, T1231B, 5:T51B, T63, T73, T77, T83,
T315L, T405D, 6:T45L, T135L, T225J,
T325, T331, T339, T376, T390, T415, T141B, T163, T167, T231B, T243,
T315L, T405D
T416, T421, T429, 3:xii, T8, T16, T24, T253, T263, T321B, T333, T343, T347,
T49, T55, T63, T100, T108, T116, T141, T411B, T423, T433, T437, T443, T457, Text features
T147, T155, T192, T200, T208, T233, 6:T51B, T63, T73, T77, T83, T141B, boldface text, 2:T228, T231G, 4:T135A
T239, T247, T284, T292, T300, T313, T163, T167, T173, T231B, T253, T257, charts, 1:T410, 5:402, T402, 6:T464,
T325, T331, T339, T376, T390, T415, T263, T289, T321B, T343, T347, T353, T486
T421, T428, 4:xii, T8, T16, T22, T47, T53, T411B, T423, T433, T437, T443, T457
diagrams and labels, 2:T228, T329A,
T60, T98, T106, T112, T137, T143, T151, within text, 1:T494–T495 3:T44, T320, T474, 4:T42, T132,
T188, T197, T202, T227, T233, T241, 6:T132, T222, T225A
text to essential question, 1:T11, T20,
T278, T286, T292, T317, T323, T331,
T47L, T83, T112, T175, T203, T231L, glossary, 6:T466
T368, T382, T407, T413, T420, 5:xii, T8,
T267, T296, T323L, T334, T387, T424, graphs, 6:T464, T466, T486
T16, T22, T47, T53, T61, T98, T106, T137,
T143, T151, T188, T196, T202, T227, T449, 2:T20, T47L, T83, T112, T139N,
T175, T204, T231L, T242, T267, T296, headings, 2:T228, T295, 4:T42, T132,
T233, T241, T278, T292, T305, T317, 5:T222, 6:T466
T331, T368, T376, T382, T407, T413, T323J, T359, T387, T413D, T448,
3:T20, T47J, T83, T112, T139L, T175, illustrations and captions, 5:222, 6:222
T421, 6:xii, T8, T16, T22, T53, T60, T98,
T106, T112, T137, T143, T151, T188, T204, T231L, T267, T296, T323H, italic type, 2:T139G
T203, T227, T241, T278, T292, T317, T359, T387, T449, 4:T19, T45L, T81, lists, 6:T466
T331, T368, T382, T407, T413, T420 T109, T135H, T141B, T171, T199,
maps, 2:T228, 3:T320, T474, 4:T42,
T225P, T231B, T289, T315F, T351,
Teacher conference, 1:T36, T54, T128, T45A, T132, 6:T222
T379, T405D, T441, 5:T19, T45L, T81,
T146, T220, T238, T312, T330, T402, photographs and captions, 1:T320,
T109, T135P, T171, T198, T225H,
T420, T482, T485, T488, T491, 2:T36, T410, 2:T228, 3:T32, T32A, T44, T228,
T261, T289, T315L, T351, T379, T441,
T54, T128, T146, T220, T238, T312, T330, T231A, T413A, 4:T42, T132, T135A,
6:T11, T19, T45L, T81, T101, T109,
T402, T420, T482, T485, T488, T491, 5:T222, T402, 6:T132
T135L, T171, T191, T199, T225J,
3:T36, T54, T128, T146, T220, T238,
T261, T281, T315L, T350, T371, T379, sidebars, 3:320, T323A, T472, 5:T465
T312, T330, T402, T420, T482, T485,
T405D, T441 subheadings, 3:T44, T320, T323A, T410,
T488, T491, 4:T34, T52, T124, T142,
T214, T232, T304, T322, T394, T412, text to predictions, 2:T103, T195 4:135A, 6:132, 222
T474, T477, T480, T483, 5:T34, T52, text to self, 1:S28, T58, T150, T195, T242, tables, 1:T413B, 6:T464
T124, T142, T213, T232, T304, T322, T287, T334, T379, T424, 2:T11, T58, timelines, 1:T228, 5:T222, T225A
T394, T412, T474, T477, T480, T483, T150, T242, T334, T379, T424, 3:T58, using, 4:T486
6:T34, T52, T124, T142, T214, T232, T103, T149, T242, T334, T424, 4:T56,
T304, T322, T394, T412, T474, T477, T146, T199, T236, T326, T371, T416, See also Genre.
T480, T483 5:T11, T56, T146, T225H, T236, T326, Text structure. See Comprehension
Teacher read aloud. See Interactive read T371, T416, 6:T56, T146, T236, T326, skills.
alouds; Shared reading; Smart Start T416 Theme projects. See Research and
share read-aloud. text to text, 1:S28, T58, T150, T195, inquiry.
Technology, 1:T148, T240, T273, T332, T237B, T242, T334, T424, 2:T58, T150, Timed reading, 1:T90, T182, T274, T366,
T466–T469, 2:T148, T274, T468, 3:T332, T242, T334, T424, T494, 3:T58, T149, T456, T476, 2:T90, T182, T274, T366,
T424, T468, T470, 4:T144, T234, T324, T242, T334, T419B, T424, T494, 4:T56, T456, T476, 3:T90, T182, T274, T366,

INDEX
T456, T476, 4:T88, T178, T268, T358, T209, T224, T404, T411, 5:T44, T224, T466, 6:T45B, T45G, T51B, T133,
T448, T468, 5:T88, T178, T268, T358, T299, 6:T28, T44, T119, T134, T209, T141B, T225B, T231B, T315F, T321B,
T448, T468, 6:T88, T178, T268, T358, T224–T225, T299, T388, T403–T404 T405C, T405B, T411B
T448, T468 function words and phrases, 1:T6, T7, sort words, 1:T30, T52, T61, T122, T144,
Time for Kids reading online, T87, T97, T179, T187, T271, T277, T153, T214, T236, T245, T306, T328,
1:T413A–T413D, T363, T367, T453, 2:T6, T7, T86, T97, T396, T418, T427, 2:T30, T41, T52,
T464–T465, 2:T464–T465, 3:T464–T465, T99, T179, T187, T191, T271, T277, T61, T122, T133, T144, T153, T214,
4:T456–T457, 5:T456–T457, 6:T456–T457 T283, T363, T367, T375, T453, 3:T6, T236, T245, T306, T328, T337, T396,
T7, T87, T99, T179, T191, T271, T283, T407, T418, T427, 3:T30, T52, T61,
T363, T375, T453, 4:T6, T7, T85, T97, T122, T153, T214, T225, T236, T245,
V T175, T187, T265, T277, T355, T367, T306, T328, T337, T396, T407, T418,
T445, 5:T6, T7, T85, T97, T175, T187, T427, 4:T28, T39, T50, T59, T118,
T265, T277, T355, T367, T445, 6:T6, T140, T149, T208, T219, T230, T298,
T320, T329, T399, T410, T419, 5:T28,
T7, T85, T97, T175, T187, T263, T277,
Verbs. See Grammar. T39, T50, T59, T118, T140, T149,
T355, T367, T445
Videos, 1:T174, 2:T8, T100, T192, T284, T208, T219, T230, T239, T298, T309,
general academic, 1:T16, T56, T192, T320, T329, T388, T399, T410, T419,
T376, 3:T8, T100, T174, T192, T266,
T200, T284, T376, T384, 2:T16, T192, 6:T28, T50, T59, T118, T129, T140,
T284, T358, T376, T378, 4:T8, T98, T188,
T284, T292, T329A, T363, T486, 3:T8, T149, T208, T219, T230, T239, T297,
T278, T368, 5:T8, T80, T98, T170, T188,
T16, T53A, T100, T376, T384, T410, T309, T320, T329, T388, T399, T410,
T260, T278, T350, T368, T440, 6:T8, T98,
T420, 4:T8, T10, T16, T98, T106, T188, T419
T188, T278, T368
5:T56, T82, T98, T106, T110, T141A, story words, 1:T47A, T139A, T231A,
Vocabulary development T146, T188, T196, T204, T212, T231A, T323A, T462, 2:T139A, T231A, T323A,
basic words, 1:T16, T108, T200, T292, T286, T376, T417, 6:T8, T16, T24, T98, T462, 3:T47A, T139A, T231A, T323A,
T384, 2:T16, T108, T200, T292, T384, T100, T106, T188 T462, 4:T45A, T135A, T225A, T315A,
3:T16, T108, T200, T237B, T292, T384, multiple-meaning words, 2:T323J T454, 5:T45A, T135A, T454, 6:T45A,
4:T16, T106, T196, T224–T225, T286, T225A, T315A, T454
oral vocabulary, 1:T10, T26, T38, T50,
T376, 5:T16, T106, T196, T286, T376, syntactic and semantic cues, 1:T323L
T102, T118, T130, T142, T194, T210,
6:T16, T106, T196, T286, T376
T222, T234, T286, T302, T314, T326, word origins, 6:T224–T225, T225C,
cognates, 1:T8, T16, T18, T44, T100, T378, T392, T404, T414, T416, 2:T10, T225J, T258, T265, T321
T108, T126, T192, T200, T230, T292, T26, T38, T50, T102, T118, T130, words in context, 1:T16–T17, T18,
T320, 2:T8, T16, T108, T138, T192, T142, T194, T210, T222, T234, T286, T108–T109, T110, T200–T201,
T228, T230, T284, T292, T320, T376, T302, T314, T326, T378, T392, T416, T202, T231G, T271, T292, T294,
T384, T424, T474, 3:T16, T34, T38, 3:T10, T26, T38, T50, T102, T118, T384–T385, 2:T16, T18, T108–T109,
T44, T48, T108, T126, T136, T192, T130, T142, T194, T210, T234, T286, T110, T200–T201, T202, T292–T293,
T200, T206, T208, T230, T234, T237A, T302, T314, T326, T378, T392, T404, T294, T384–T385, 3:T16–T17, T18,
T246, T284, T292, T298, T300, T304, T416, 4:T10, T24, T36, T48, T100, T108–T109, T110, T200–T201,
T306, T316, T322, T324, T326, T330, T114, T126, T138, T190, T204, T216, T202, T292–T293, T294, T384–T385,
T338, T474, T, 4:T56, T106, T112, T228, T280, T294, T306, T318, T370, 4:T16–T17, T106–T107, T196–T197,
T122, T134, T136, T150, T188, T197, T408, 5:T10, T24, T36, T100, T114, T286–T287, T376–T377, 5:T16–T17,
T222, T224, T278, T286, T312, T376, T126, T138, T190, T204, T216, T228, T106–T107, T196–T197, T286–T287,
T404, T416, 5:T8, T16, T56, T98, T106, T280, T294, T306, T318, T370, T384, T376–T377, 6:T16–T17, T106–T107,
T132, T282, T286, T300, T312, T314, T396, T408, 6:T10, T24, T36, T48, T196–T197, T286–T287
T392, 6:T188 T100, T114, T126, T138, T190, T204, sentence clues, 1:T231L
computer-related, 1:T464, 2:T464, T216, T228, T280, T294, T306, T318, See also Academic language;
3:T464, 4:T456, 5:T456, 6:T456 T370, T384, T396, T408 Vocabulary skills and strategies.
domain-specific, 1:T80, T172, T264, reinforcing, 1:T43, T135, T227, T319, Vocabulary skills and strategies
T356, T446, 2:T80, T172, T200–T201, T409, 2:T43, T135, T227, T319, T409,
T227, T264, T356, T446, 3:T61, T80, antonyms, 3:T322, T323A, T323H, T356,
3:T43, T135, T227, T319, T409, 4:T40,
T363, T419, 6:T141, T231
T172, T264, T356, T446, 4:T78, T168, T131, T221, T311, T401, 5:T40, T131,
T258, T348, T438, 5:T78, T168, T258, T221, T311, T401, 6:T40, T130, T221, compound words, 3:T138–T139, T139L,
T348, T438, 6:T78, T168, T258, T348, T311, T401 T139G, T172, T179, T237, 4:T44–T45,
T438 T45L, T45D, T45G, T78, T85, T141
selection words, 1:T53B, T145B, T237B,
expanding, 1:T31, T123, T215, T307, context clues, 1:T264, 2:T412–T413,
T323B, T323G, T329B, T419B, T472,
T397, 2:T31, T123, T215, T307, T397, 6:T78, T85
T474, 2:T47B, T47E, T53B, T139B,
3:T31, T123, T215, T307, T397, 4:T29, T139E, T139J, T145B, T237B, T323B, See also Vocabulary development:
T119, T209, T299, 5:T29, T119, T209, T329B, T413B, T419B, T473, T474, words in context.
T299, T389, 6:T28, T119, T209, T299, 3:T53B, T145B, T231C, T231B, T237B, paragraph clues, 6:T134, T135L,
T388 T329B, T419B, T472, T473, 4:T31, T135B, T135F, T168, T314–T315,
explain/model/practice routine, 1:T46, T45B, T45E, T45H, T51B, T135B, T315L, T315H, T348, T355
T123, T138, T397, T412, 2:T31, T46, T141B, T225, T225B, T225K, T231B, sentence clues, 1:T230, T231L, T323L,
T53, T138, T145, T230, T237, T307, T321B, T405B, T411B, T464, 5:T45D, T329, 4:T134–T135, T135D, T135H,
T329, T397, 3:T46, T123, T138, T230, T45B, T51B, T141B, T225D, T231B, T168, T174, 5:T411, 6:T44–T45,
T412, 4:T44, T51, T119, T134, T141, T289, T321B, T379, T411B, T464, T45E, T45G, T45L, T141
INDEX BM31
contractions, 5:T321 See also Phonics: structural analysis. Write about it. See Journal writing.
define/example/ask routine, 2:T, 4:T10, Vowels. See Phonics. Write about reading, 1:T34, T38, T47L,
T16, T100, T106, T190, T196, T280, T48, T59, T126, T130, T139L, T151,
T286, T318, 5:T10, T16, T100, T106, T218, T222, T231L, T243, T310, T314,
T190, T196, T280, T286, T318, T370,
6:T10, T16, T100, T106, T190, T196,
T280, T286, T318, T370
dictionary, using, 2:T412
W T323L, T335, T400, T404, T425, T465,
T475, T495, T497, 2:T34, T38, T47L, T59,
T126, T130, T139N, T151, T218, T222,
T231L, T243, T310, T314, T323J, T335,
Weekly contract, 1:T2, T94, T186, T278, T393, T404, T413D, T425, T465, T475,
figurative language, 4:T404, T405D, T370, T461, 2:T2, T94, T186, T278, T370, T495, T497, 3:T34, T38, T47J, T59, T126,
6:T403–T404 3:T2, T94, T186, T278, T370, 4:T2, T92, T130, T139L, T222, T231L, T310, T314,
Greek and Latin roots, 6:T224–T225, T182, T272, T362, 5:T2, T92, T182, T272, T323H, T335, T404, T413D, T425, T465,
T225C, T225J, T258, T265, T321 T362, 6:T2, T92, T182, T272, T362 T475, T495, T497, 4:T32, T36, T45L, T57,
homophones, 5:T314–T315, T315L, Word analysis/Vocabulary. See T122, T126, T135H, T147, T212, T216,
T315F, T348, T355 Phonics; Vocabulary development; T225P, T236, T302, T306, T315F, T392,
idioms, 5:T134–T135, T135F, T135P, Vocabulary skills and strategies. T396–T397, T405D, T417, T457, T467,
T168, T175, T231 Word Automaticity. See Fluency: word T487, T489, 5:T32, T36, T45L, T56, T126,
automaticity. T135P, T147, T210, T216, T225H, T237,
inflectional endings, 1:T46, T47H, T47L, T302, T306, T315L, T327, T392, T396,
T53, T80, T87, T145, T237, T323H, Word Bank, 1:S8, S14, S20, S26, S31 T417, T457, T467, T487, T489, 6:T32,
T412–T413, T413D, T446, 2:T329 Word parts. See Phonics; Vocabulary T36, T45L, T57, T126, T135L, T147, T212,
metaphor, 5:T51, 6:T411 skills and strategies. T216, T225J, T237, T302, T306, T315L,
multiple-meaning words, 2:T322–T323, Word wall, 1:T14–T15, T106–T107, T198– T327, T396, T405D, T417, T457, T465,
T323F, T356, T363, T413D, T446, T199, T290–T291, T382–T383, 2:T14– T487, T489
4:T231, T411, 5:T404–T405, T405D, T15, T106–T107, T198–T199, T290–T291, Writer’s Checklist, 1:T62, T154, T255,
T438 T382–T383, 3:T14–T15, T106–T107, T338, T428, 2:T62, T154, T246, T338,
possessives. See Grammar: nouns; T198–T199, T290–T291, T382–T383, T428, T469, T481, T487, T488, T490,
Grammar: pronouns. 4:T14–T15, T104–T105, T194–T195, 3:T62, T154, T246, T338, T428, 4:T60,
T284–T285, T374–T375, 5:T14–T15, T150, T240, T330, T420, 5:T60, T142,
prefixes, 2:T46–T47, T47L, T47F, T80,
T104–T105, T194–T195, T284–T285, T150, T240, T330, T420, 6:T60, T142,
T87, T145, 3:T412–T413, T413D,
T374–T375, 6:T14–T15, T104–T105, T150, T240, T330, T420, T479
T446, T453, 4:T51
T194–T195, T284–T285, T374–T375, Writer’s Notebook, 1:T48, T62, T140,
root words, 1:T138, T139L, T139H, T172,
Workstation activities T154, T232, T255, T324, T338, T414,
T179, T322, T356, T363, T418, 2:T53,
reading, 1:T3, T95, T186, T279, T371, T428, 2:T48, T62, T140, T154, T232,
T237, T419, 3:T53, 4:T314–T315,
T462, 2:T3, T95, T186, T279, T371, T246, T324, T338, T414, T428, 3:T62,
T315F, T348, T355
T462, 3:T3, T95, T186, T279, T371, T154, T246, T338, T414, T428, 4:T46,
shades of meaning, 1:T264, 2:T80, T60, T136, T150, T226, T240, T316, T330,
T462, 4:T3, T93, T183, T273, T363,
3:T80, T172, T264, T356, T446, T406, T420, 5:T46, T60, T136, T142,
T454, 5:T3, T93, T183, T273, T363,
4:T348, 5:T258, T438, 6:T78, T258 T150, T226, T240, T316, T330, 406, T420,
T454, 6:T3, T93, T183, T273, T363,
similes, 3:T46–T47, T80, T87, T145, T454 6:T46, T60, T136, T150, T479
4:T224–T225, T225B, T225C, T225P, Write to a prompt, 1:T22, T48, T114, T140,
science, 1:T3, T95, T186, T279, T371,
T258, T265, T438, 6:T51, T438 T206, T232, T298, T324, 2:T22, T48,
T462, 2:T3, T95, T186, T279, T371,
suffixes, 2:T138–T139, T139G, 3:T3, T95, T186, T279, T371, 4:T3, T114, T140, T206, T232, T298, T324,
T139N, T172, T178, T230–T231, T93, T183, T273, T363, 5:T3, T93, 3:T22, T48, T114, T140, T206, T232,
T231F, T231L, T264, T270, 4:T321, T183, T273, T363, 6:T3, T93, T183, T298, T324, 4:T20, T46, T110, T136,
5:T44–T45, T45L, T45F, T45H, T78, T273, T363 T150, T200, T226, T290, T316, T380,
T85, T141 T406, 5:T20, T46, T110, T124, T136,
social studies, 1:T3, T95, T186, T279,
synonyms, 3:T230–T231, T231L, T231E, T200, T226, T290, T316, T380, T381,
T371, 2:T3, T95, T186, T279, T371,
T264, T271, T329, 5:T224–T225, 406, T406, 6:T20, T46, T110, T136, T200,
T462, 3:T3, T95, T186, T279, T371,
T225H, T258, T265, 6:T141, T231 T226, T316, T380, T406
T462, 4:T3, T93, T183, T273, T363,
use reference sources, 2:T412–T413 5:T3, T93, T183, T273, T363, 6:T3, See also Writing process: edit/
T93, T183, T273, T363 proofread; Writing process: revise.
word automaticity, 1:T30, T122, T214,
T306, T396, 2:T30, T122, T214, T306, word study/phonics, 1:T3, T95, T186, Writing
T396, 3:T30, T122, T214, T306, T396, T279, T371, 2:T3, T95, T186, T279, analytical writing. See Write about
4:T28, T118, T208, T285, T298, T399, T371, 3:T3, T95, T186, T279, T371, reading.
5:T28, T118, T208, T298, T388, 6:T28, 4:T3, T93, T183, T273, T363, 5:T3, analyze writing models, 1:S9, S15, S21,
T119, T209, T298, T388 T93, T183, T273, T363, 6:T3, T93, S27, T22, T114, T128, T206, T220,
word parts. See Vocabulary skills and T183, T273, T363 T298, T312, T324, T388, T480, T482,
strategies: inflectional endings; writing, 1:T3, T95, T186, T279, T371, T483, T484, T486, T488, T489, T490,
Vocabulary skills and strategies: 2:T3, T95, T186, T279, T371, T462, 2:T22, T36, T114, T128, T206, T298,
prefixes; Vocabulary skills and 3:T3, T95, T186, T279, T371, 4:T3, T312, T388, T402, T480, T482, T483,
strategies: suffixes; Vocabulary T93, T183, T273, T363, T454, 5:T3, T486, T488, T489, T490, 3:T22–T23,
skills and strategies: Greek and T93, T183, T273, T363, T454, 6:T3, T114, T206, T298, T324, T388, T480,
Latin roots. T93, T183, T273, T363, T454 T482, T483, T486, T488, T489, 4:T20,

INDEX
T110, T200, T290, T380, T472, T474, supportive facts and details, 2:T114, publish/present, 1:T154, T246, T338,
T475, T478, T480, T481, 5:T20, T46, T128, T140, T483, 6:T200, T214, T428, T484, T490, 2:T62, T154, T246,
T110, T136, T200, T290, T380, T472, T226 T338, T484, T490, 3:T484, T490,
T474, T475, T478, T480, T481, 6:T20, time-order words, 4:T110, T124, T136 4:T463, T476, T482, 5:T476, T482,
T110, T200, T290, T380, T472, T474, 6:T476, T482
topic development, 6:T473
T475, T478, T480, T481 See also Publishing celebrations.
varying sentence length, 3:T388, T402,
audience and purpose for, 1:T481, reflect, 1:S33, T62, T154, T243, T246,
T414, 5:T110, T124, T136 T338, T428, T485, T491, 2:T62, T154,
T487, 2:T468, T481, T487, T488,
3:T468, T481, T487, 4:T473, T479, writing prompt, 1:S9, S21, T22, T48, T246, T338, T428, T485, 3:T62, T154,
5:T460, T473, T479, 6:T460, T472, T114, T140, T206, T232, T298, T324, T161, T246, T338, T428, T485, T491,
T479 T388, T414, T481, T486, 2:T22, T48, 4:T60, T150, T240, T330, T420, T477,
T114, T140, T206, T232, T298, T324, T483, 5:T60, T150, T240, T330, T420,
concluding sentence, 6:T474
T388, 3:T22, T114, T206, T298, T388, T477, T483, 6:T60, T150, T240, T330,
conclusions, 3:T482, T488 T414, 4:T20, T46, T110, T136, T150, T420, T477, T483
content words, 6:T110, T124, T136 T200, T226, T290, T316, T380, T406, revise, 1:S15, T36, T54, T128, T146, T220,
daily writing. See Journal writing. 5:T20, T46, T110, T124, T136, T200, T238, T312, T330, T402, T420, T483,
T226, T290, T316, T380, T381, 406, T489, 2:T36, T54, T128, T146, T220,
descriptive details, 2:T22, T48, 5:T20, T238, T312, T330, T402, T420, T483,
T406, 6:T20, T46, T110, T136, T200,
T34, T475 T489, 3:T36, T128, T146, T220, T238,
T226, T316, T380, T406
details, 4:T474, T475, 5:T474 T312, T330, T402, T420, T483, T489,
Writing process
development of characters, 4:T290, 4:T34, T52, T124, T142, T214, T232,
draft, 1:S9, S21, T22, T48, T114, T140, T304, T322, T394, T412, T475, T481,
T304, T316
T206, T232, T298, T324, T388, T414, 5:T34, T52, T124, T142, T214, T232,
development of ideas, 5:T479 T482, T488, 2:T22, T48, T114, T140, T304, T322, T394, T412, T475, T481,
events, 1:T22 T206, T232, T298, T324, T388, T414, 6:T34, T52, T124, T142, T214, T232,
fact opposed to opinions, 5:T473 T482, T488, 3:T22, T48, T114, T140, T304, T322, T394, T412, T475, T481
T206, T232, T298, T324, T388, T414, set goals, 1:T485, T491, 2:T485, 3:T485,
focus on topic, 4:T20, T34, T46
T482, T488, 4:T20, T46, T110, T136, T491, 4:T477, T483, 5:T477, T483,
introductions, 3:T488 T200, T226, T290, T316, T380, T406, 6:T477, T483
linking words, 2:T298, T312, T324, T474, T480, 5:T20, T46, T110, T136, share, 1:S33, T62, T154, T243, T246,
3:T114, T128, T140, T483, T489, T200, T226, T290, T316, T380, T406, T428, 2:T62, T154, T246, T338, T428,
5:T290, T304, T316, T481 T474, T480, 6:T20, T46, T110, T136, 3:T62, T154, T161, T246, T338, T428,
opinions, 3:T206, T220, T232 T200, T226, T290, T316, T380, T406, 4:T60, T150, T240, T330, T420, 5:T60,
T474, T480 T150, T240, T330, T420, 6:T60, T150,
order ideas, 3:T22
edit/proofread, 1:S15, T36, T54, T128, T240, T330, T420
organization, 3:T36, T48, 6:T20 T146, T220, T238, T312, T330, T402, Writing text types/purpose
precise details, 2:T402 T420, T484, T490, 2:T36, T54, T128, analysis of literature, 1:T59, T151, T335,
precise words, 1:T206, T220, T232, T146, T220, T238, T312, T330, T402, T425, 2:T59, T151, T243, T335, T467,
2:T36, T388, T414, T489 T420, T484, T490, 3:T36, T128, T146, 3:T59, T151, T243, T335, T425, 4:T57,
reflect, 2:T491 T220, T238, T312, T330, T402, T420, T147, T236, T327, T417, 5:T57, T147,
T484, T490, 4:T34, T52, T124, T142, T327, T417, 6:T57, T237, T327, T417.
relevant information, 6:T481 T214, T232, T304, T322, T394, T412, See also Write about reading.
research for, 6:T479 T476, T482, 5:T34, T52, T124, T142, creative/literary text
rhyme/rhyme scheme, 4:T480 T214, T232, T304, T322, T394, T412,
annotation of poem, 6:T414–T416
T476, T482, 6:T34, T52, T124, T142,
sensory language/details, 4:T380, T394, booklet, 6:T54–T57
T214, T232, T304, T322, T394, T412,
T406, T481, 6:T394, T406
T476, T482 descriptive, 3:T148–T151
sentence fluency, 1:T388, T402 descriptive details, 5:T46
evaluate, 1:T485, T491, 2:T485, T491,
sentence length/structure, 6:T475 3:T485, T491, 4:T477, T483, 5:T477, drama, 4:T291
sentence types, 1:T414 T483, 6:T477, T483 fantasy, 1:T22, T36
sequence, 2:T206, T220, T232, 4:T473, prewrite/plan, 1:S9, S21, T22, T48, T114, folktale, 4:T291
5:T200, T214, T226 T140, T206, T232, T298, T324, T388, myth, 6:T20
sequence words, 1:T312, T324 T414, T481, T486, 2:T22, T48, T114,
picture book, 5:T459
T140, T206, T232, T298, T324, T388,
set goals, 2:T491 play, 3:T467
T414, T481, T487, T488, 3:T22, T48,
showing feelings, 4:T200, T214, T226 T114, T140, T206, T232, T298, T324, poem, 4:T111, T381, T459,
strong beginnings, 1:T114, T128, T140 T388, T414, T481, T487, 4:T20, T46, T478–T483, 5:T381, 6:T381
strong conclusion, 3:T298, T312, T324, T110, T136, T200, T226, T290, T316, poetry, 2:T467
6:T290, T304, T316 T380, T406, T473, T479, 5:T20, T46, poster, 3:T467, 6:T459
T110, T136, T200, T226, T290, T316,
strong opening, 6:T34, T46, T480 realistic fiction, 1:T114, 4:T201
T380, T406, T473, T479, 6:T20, T46,
strong words, 6:T380 T110, T136, T200, T226, T290, T316, script, 5:T144
supporting reasons, 3:T481 T380, T406, T472, T473, T479 script for folktale, 4:T459
INDEX BM33
skit, 1:T467 summary, 1:T400, 2:T34, T218, 3:T34, Writing traits
informative/explanatory T310, T465, T487, 4:T122, T144, ideas, 1:S9, S15, S21, S27, T22, T36, T48,
T457, 5:T457, 6:T212, T472–T477 T54, T62, T88, 2:T22, T36, T48, T54,
action plan, 5:T459
timeline, 6:T144–T146 T62, T88, T114, T128, T140, T146,
ad or campaign, 1:T467, 5:T459
travel plan/proposal, 6:T234–T236 T154, T180, 4:T20, T34, T46, T52, T60,
booklet, 2:T467, 6:T459 T86, T290, T304, T316, T322, T330,
world chart, 4:T459
brochure, 4:T459 T356, 5:T20, T34, T46, T52, T60, T86,
narrative 6:T200, T214, T226, T232, T240, T266
charts, 6:T459
fictional narrative, 4:T472–T477 linking words, 2:T298
comparison/contrast, 1:T148–T151,
T467, 2:T467, 5:T478–T483 friendly letter, 1:T23, T115, T206, organization, 1:T114, T128, T140, T146,
T207, T220, T238, T299, T389, T154, T180, T298, T312, T324, T330,
description, 2:T23
T480–T485 T338, T364, 2:T206, T220, T232, T238,
explanation, 5:T472–T477 T246, T272, 3:T22–T23, T36, T48, T54,
journal entry. See Journal writing.
expository text, 1:S9, S15, S21, S27, T62, T88, T298, T312, T324, T330,
narrative nonfiction, 3:T207
T299, 5:T21, 6:T291, T459 T338, T364, 5:T200, T214, T226, T232,
narrative text, 1:T232, 4:T381, 5:T111 T240, T266, 6:T20, T34, T46, T52, T60,
fact sheets, 2:T55–T57, T56–T57,
5:T414 personal narrative, 1:T23, T115, T207, T86, T290, T304, T316, T322, T330,
T299, T389, T486–T491 T356
flow chart, 6:T324
opinion sentence fluency, 1:T388, T402, T414,
information cards, 2:T467
about a poem, 6:T459 T420, T428, T454, 3:T388, T402, T414,
job description, 1:T422–T423 T420, T428, T454, 5:T110, T124, T136,
book review, 3:T486–T491
monologue, 5:T459 T142, T150, T176
opinion letter, 3:T480–485
newscast, 3:T467 voice, 3:T206–T207, T220, T232, T238,
opinion paragraph, 3:T465, 6:T457 T246, T272, 4:T200, T214, T226, T232,
newspaper article, 4:T459, 6:T459
opinion pieces, 3:T114, T299, T240, T266, 5:T380, T394, T406, T412,
nonfiction article, 6:T111
T389 opinion statement, 1:T465 T420, T446
persuasive text, 5:T459
persuasive letter, 1:T467 word choice, 1:S33, T206, T220, T232,
plot summary, 2:T126 T238, T246, T272, 2:T312, T324, T330,
response to literature, 1:T243, 2:T151
poster, 1:T467 T338, T364, T388, T402, T414, T420,
Writing to a prompt, 1:S9, S21, T206,
procedural: directions, 4:T234–T237 T428, T454, 3:T114, T128, T140, T146,
T232, T298, T324, T338, T388, T414,
T154, T180, 4:T110, T124, T136, T142,
procedural text: how-to, 2:T115, 2:T22, T140, T232, T298, T324, T388,
T150, T176, T380, T394, T406, T412,
T207, T299, T389, T480–T491 3:T22, T114, T206, T298, T388, T414,
T420, T446, 5:T290, T304, T316, T322,
research report, 6:T478–T483 4:T20, T46, T110, T136, T150, T200,
T330, T356, 6:T110, T124, T136, T142,
T226, T290, T316, T380, T406, 5:T20,
sequence of events, 1:T298 T150, T176, T380, T394, T406, T412,
T46, T110, T124, T136, T200, T226, T290,
T420, T446
speech, 5:T234–T237 T316, T380, T381, 406, T406, 6:T20, T46,
T110, T136, T200, T226, T316, T380,
T406

Common Core State Standards Correlations
Common Core State Standards
Correlations
English Language Arts
College and Career Readiness
Anchor Standards for
READING
The K–5 standards on the following pages define what students should
understand and be able to do by the end of each grade. They correspond to the
College and Career Readiness (CCR) anchor standards below by number. The CCR
and grade-specific standards are necessary complements—the former providing
broad standards, the latter providing additional specificity—that together define
the skills and understandings that all students must demonstrate.
Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
CCSS2
C
CORRELATIONS
Grade 2
Each standard is coded in the following manner:
Strand Grade Level Standard

RL 2 1
Reading Standards for Literature

Key Ideas and Details McGraw-Hill Reading Wonders
RL.2.1 Ask and answer such questions as who, READING/WRITING WORKSHOP: Unit 1: 29, 60 Unit 2: 171 Unit 3: 198–203, 204,
214–219 Unit 4: 290–293, 304–307 Unit 6: 406–409, 410, 424
what, where, when, why, and how to
LITERATURE ANTHOLOGY: Unit 1: 31, 71, 75 Unit 2: 131, 159, 209 Unit 3: 251 Unit 4:
demonstrate understanding of key details 365, 385 Unit 5: 409, 439, 475 Unit 6: 507
in a text. LEVELED READERS: Unit 1, Week 1: Cat and Dog (A), The Quest (O, ELL), Class Pets (B);
Unit 1, Week 3: Too Many Pets? (A), A New Home for Henry (O, ELL), Hello, Koko! (B); Unit 2,
Week 5: Amira’s Petting Zoo (A), Alice’s New Pet (O, ELL), Ava’s Animals (B); Unit 3, Week 2: A
Special Sunset (A); A Different Set of Stars (O, ELL); Shadows in the Sky (B);
Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 4, Week 5: A Hike in the Woods (A), A
Little World (O, ELL), Star Party (B)
YOUR TURN PRACTICE BOOK: 3, 5, 93–95, 138
READING WORKSTATION ACTIVITY CARDS: 1
TEACHER’S EDITION: Unit 1: T34, T39, T47A–T47L, T58, T64, T72, T73, T74, T77, T131, T139C,
T150, T195, T211, T216–T217, T231A–T231L, T237A, T242, T248, T258, T262, T266 Unit 2: T131,
T145A–T145B, T148, T150, T400–T401, T404–T405, T424, T447 Unit 3: T166–T167, T174–T175,
T237A–T237B Unit 4: T315C, T321A–T321B, T397, T411A–T411B, T422, T432, T436, T439, T440,
T442 Unit 5: T56–T57, T62–T63, T71, T72–T73, T75, T80–T83, T146, T326 Unit 6: T18, T321A–
T321B, T397, T411A–T411B
RL.2.2 Recount stories, including fables and READING/WRITING WORKSHOP: Unit 2: 126 Unit 4: 304–307, 309, 310, 323 Unit 5:
338 Unit 6: 406–409, 411, 412
folktales from diverse cultures, and
LITERATURE ANTHOLOGY: Unit 1: 55 Unit 2: 159 Unit 3: 278-279 Unit 4: 365, 379,
determine their central message, lesson, or 385 Unit 5: 409, 475 Unit 6: 507, 576-577
moral. LEVELED READERS: Unit 1, Week 2: Music in My Family (A), Happy New Year (O, ELL), I’m
Down Under (B);Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 4, Week 4: Why Turtles
Live in Water (A), How Butterflies Came to Be (O, ELL), Why Spider Has 8 Thin Legs (B); Unit 4,
Week 5: A Hike in the Woods (A), A Little World (O, ELL), Star Party (B); Unit 6, Week 1: The
Apples of Idun (A), Hercules and the Golden Apples (O, ELL), Demeter and Persephone (B)
YOUR TURN PRACTICE BOOK: 183–185, 203–204, 253–254, 293–294
READING WORKSTATION ACTIVITY CARDS: 14, 27
TEACHER’S EDITION: Unit 1: T103, T110–T113, T119, T130 Unit 2: T103, T110–T113, T118–
T119, T130, T136–T137, T139M–T139N, T145A–T145B, T150, T156–T157, T166–T167, T170–
T171 Unit 3: T329B Unit 4: T225P, T289, T295, T302, T306, T312–T313, T315A–T315F, T321A,
T327, T332, T340–T341, T342, T346, T350–T351, T352, T378, T392, T405A, T430, T432, T436,
T439, T440, T442 Unit 5: T25, T30–T31, T36–T37, T45A–T45L, T315K–T315L Unit 6: T32,
T42, T45A– T45L, T62–T63, T70, T71, T72, T80–T81, T82, T321A–T321B, T396–T397, T423, T435
CCSS CORRELATIONS CCSS3

RL.2.3 Describe how characters in a story respond READING/WRITING WORKSHOP: Unit 1: 45, 61, Unit 2: 109, 125 Unit 4: 290–293, 295 Unit
5: 376–379, 381
to major events and challenges.
LITERATURE ANTHOLOGY: Unit 1: 55, 79 Unit 2: 159 Unit 3: 251 Unit 4: 365 Unit 5:
475
LEVELED READERS: Unit 1, Week 2: Music in My Family (A), Happy New Year! (O, ELL),
I’m Down Under (B); Unit 2, Week 1: Hippos at the Zoo (A), Where Are They Going? (O, ELL),
An Arctic Life for Us (B) Unit 2, Week 2: The Cat and the Mice (A), The Dog and the Bone
(O, ELL), The Spider and the Honey Tree (B); Unit 4, Week 3: Sharing Cultures (A), A New Life in
India (O, ELL), Akita and Carlo (B) Unit 5, Week 4: Let’s Carpool (A); Our Beautiful Tree (O, ELL);
Family Night Unplugged (B) Unit 6, Week 1: The Apples of Idun (A), Hercules and the Golden
Apples (O, ELL), Demeter and Persephone (B)
YOUR TURN PRACTICE BOOK: 23–24, 63–64, 173–174, 183–184, 253–254, 283–284
READING WORKSTATION ACTIVITY CARDS: 2, 3, 5, 6, 13
TEACHER’S EDITION: Unit 1: S4, S10, T126–T127, T139A–T139L, T156–T157, T165, T166–
T167, T169, T170–T171, T173, T174–T175, T218–T219, T231A–T231L, T248–T249, T256–T257,
T258–T259 Unit 2: T34, T47A–T47L, T64, T73, T74–T75, T77, T78–T79, T80, T82–T83, T126,
T139A–T139L, T156–T157, T164–T165, T166, T169, T170–T171, T173, T174–T177, T443
Unit 3: T131, T139A–T139L Unit 4: T212, T216, T225C, T225G, T225H, T225I, T225J, T225K,
T225L, T225M, T237, T242–T243, T250–T251, T252, T255, T295, T302–T303, T306, T315A–
T315F, T345, T349 Unit 5: T45A–45L, T302, T315A–T315L, T327, T332, T340–T341, T345,
T346, T352 Unit 6: T75, T79
Craft and Structure McGraw-Hill Reading Wonders

RL.2.4 Describe how words and phrases (e.g., READING/WRITING WORKSHOP: Unit 2: 167–168, 170, 172 Unit 4: 317, 318–321, 324,
325 Unit 6: 460–461, 462–465, 466, 468
regular beats, alliteration, rhymes, repeated
LITERATURE ANTHOLOGY: Unit 2: 209 Unit 4: 385 Unit 6: 581
lines) supply rhythm and meaning in a LEVELED READERS: Unit 2, Week 5: Amira’s Petting Zoo (A), Alice’s New Pet (O, ELL),
story, poem, or song. Ava’s Animals (B) Unit 4, Week 5: A Hike in the Woods (A), A Little World (O, ELL), Star Party (B)
Unit 6, Week 5: Matt’s Journey (A), A Fantastic Day! (O, ELL), A Day in Ancient Rome (B)
YOUR TURN PRACTICE BOOK: 98, 293–294, 298
TEACHER’S EDITION: Unit 1: T53A–T53B, T231J, T237A–T237B Unit 2: T386–T387, T398–
T399, T410–T411, T413A–T413D, T419A, T425, T440–T441, T444, T449, T450–T451
Unit 4: T378–379, T390, T396, T402–T403, T404, T405A–T405D, T411A–T411B, T417, T433,
T437 Unit 6: T45C, T376, T379, T390–T391, T402–T403, T405A–T405D, T411A–T411B, T423,
T433, T437, T440–T441, T442
RL.2.5 Describe the overall structure of a story, READING/WRITING WORKSHOP: Unit 1: 46, 62 Unit 3: 205 Unit 4: 290–293, 295
Unit 5: 354, 382, 396
including describing how the beginning
LITERATURE ANTHOLOGY: Unit 2: 131, 159 Unit 3: 251 Unit 5: 475
introduces the story and the ending LEVELED READERS: Unit 3, Week 2: A Special Sunset (A), A Different Set of Stars (O, ELL),
concludes the action. Shadows in the Sky (B); Unit 6, Week 1: The Apples of Idun (A), Hercules and the Golden Apples
(O, ELL), Demeter and Persephone (B); Unit 6, Week 5: Matt’s Journey (A), A Fantastic Day! (O,
ELL), A Day in Ancient Rome (B)
YOUR TURN PRACTICE BOOK: 18, 28, 183–184, 253–254, 293–294
READING WORKSTATION ACTIVITY CARDS: 6, 9, 13
TEACHER’S EDITION: Unit 1: S4, S10, T136, T139A–T139L, T151, T228, T243 Unit 2:
T34–T35, T47A–T47L, T126–T127, T136–T137, T139A–T139N, Unit 3: T126, T131,T136–T137,
T139A–T139L, T151, T156–T157, T164–T165, T166–T167, T169, T170–T171, T173, T174–T175,
T176–T177 Unit 4: T212, T216, T237, T259, T315F, T321A–T321B, T345, T349 Unit 5: T18–
T19, T132–T133, T312–T313, T315B–T315E, T315H Unit 6: T42–T43, T45I, T45L, T75, T79,
T321A, T422, T431, T432, T436, T439
CCSS4
RL.2.6 Acknowledge differences in the points of READING/WRITING WORKSHOP: Unit 4: 296 Unit 5: 334–337, 339, 340, 348–351, 353,
CORRELATIONS
376–379, 382 Unit 6: 462–465, 467
view of characters, including by speaking
LITERATURE ANTHOLOGY: Unit 5: 409, 439 Unit 6: 581
in a different voice for each character when LEVELED READERS: Unit 5, Week 1: Fixing the Playground (A), The Food Crew (O, ELL),
reading dialogue aloud. How Many Greats? (B); Unit 5, Week 2: Rainy Day (A), Thirteen Is a Crowd (O, ELL), Partners
(B); Unit 6, Week 5: Matt’s Journey (A), A Fantastic Day! (O, ELL), A Day in Ancient Rome (B)
YOUR TURN PRACTICE BOOK: 178, 205, 293–294
TEACHER’S EDITION: Unit 1: T139C, T139K Unit 2: T139G, T139L Unit 3: T139C,
T237A Unit 4: T222, T225A–T225P, T312–T313, T315A–T315F Unit 5: T18–T19, T32–T33,
T42–T43, T45A–T45L, T51A–T51B, T56–T57, T62–T63, T71–T72, T75, T76–T77, T79, T80–T83,
T147, T307, T315C, T315G Unit 6: T45E, T392, T396, T405A–T405C, T411A, T417, T422, T430–
T431, T432, T436, T439, T440–T441, T442
Integration of Knowledge and Ideas McGraw-Hill Reading Wonders

RL.2.7 Use information gained from the READING/WRITING WORKSHOP: Unit 1: 22-27, 28, 29, 30, 44, 45, 61 Unit 2: 110, 171
Unit 4: 294, 304–307, 308
illustrations and words in a print or digital
text to demonstrate understanding of its LEVELED READERS: Unit 1, Week 1: Cat and Dog (A), The Quest (O, ELL), Class Pets (B);
characters, setting, or plot. Unit 1, Week 2: Music in My Family (A), Happy New Year! (O, ELL), I’m Down Under (B);
Week 3: Sharing Cultures (A), A New Life in India (O, ELL), Akita and Carlo (B); Unit 4, Week 4:
Why Turtles Live in Water (A), How Butterflies Came to Be (O, ELL), Why Spider Has 8 Thin Legs (B)
YOUR TURN PRACTICE BOOK: 5, 8, 13, 15, 25, 58, 173–174
TEACHER’S EDITION: Unit 1: S4, S10, T34–T35, T39, T44–T45, T47A–T47L, T53A–T53B, T64,
T74, T82, T84, T124, T126, T130, T139A–T139L, T156, T166, T170, T174, T218, T223, T231A–T231L,
T248, T258, T261, T262, T265, T266 Unit 2: T34–T35, T39, T44, T47A–T47L, T58, T131,T139A–
T139N, T223 Unit 3: T124–T125, 139A–T139L, Unit 4: T210–T211, T225A– T225L, T242, T252,
T256, T260–T261, T262 T288–289, T300–T301, T315A–T315F, T321A–T321B, T332, T342, T346,
T350–T351, T352 Unit 5: T18–T19 Unit 6: T225F, T315D, T321A
RL.2.9 Compare and contrast two or more versions READING/WRITING WORKSHOP: Unit 2: 118–123
LITERATURE ANTHOLOGY: Unit 2: 136–159, 160–163
of the same story (e.g., Cinderella stories) by
different authors or from different cultures. TEACHER’S EDITION: Unit 2: T139B, 145A–T145B, T150–T151, T467
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RL.2.10 By the end of the year, read and READING/WRITING WORKSHOP: These units reflect the range of text complexity found
throughout the book.
comprehend literature, including
Unit 1: 54–59 Unit 2: 118–123 Unit 3: 198–203 Unit 4: 318–321 Unit 5: 376–379
stories and poetry, in the grades 2–3 Unit 6: 406–409
text complexity band proficiently, with LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
scaffolding as needed at the high end of the book.
Unit 1: 34–55 Unit 2: 206–208, Unit 3: 232–249 Unit 4: 336–363 Unit 5: 456–473
the range. Unit 6: 486–506
LEVELED READERS: Unit 1, Week 2: Music in My Family (A), Happy New Year! (O, ELL), I’m
Down Under (B); Unit 2, Week 5: Amira’s Petting Zoo (A), Alice’s New Pet (O, ELL), Ava’s Animals
(B); Unit 3, Week 2: A Special Sunset (A), A Different Set of Stars (O, ELL), Shadows in the
Sky (B); Unit 4, Week 3: Sharing Cultures (A), A New Life in India (O, ELL), Akita and Carlo
(B); Unit 5, Week 1: Fixing the Playground (A), The Food Crew (O, ELL), How Many Greats? (B);
Unit 6, Week 5: Matt’s Journey (A), A Fantastic Day! (O, ELL), A Day in Ancient Rome (B)
TEACHER’S EDITION: Unit 1: T53A, T472–T475 Unit 2: T472–T475 Unit 3: T472–T475,
Unit 4: T464–T467 Unit 5: T464–T467 Unit 6: T390, T464–T467

Reading Standards for Informational Text
RI.2.1 Ask and answer such questions as who, READING/WRITING WORKSHOP: Unit 1: 76, 77, 90, 91 Unit 2: 141, 156, 157 Unit
3: 188, 220, 236, 237, 246–249, 250, 251 Unit 4: 262–265, 266 Unit 6: 406–409, 410,
what, where, when, why, and how to
420–423, 424,
demonstrate understanding of key details LITERATURE ANTHOLOGY: Unit 1: 90, 99, 101, 105, 107 Unit 2: 183, 203
in a text. Unit 3: 263, 285, 286, 293, 295, 297 Unit 4: 316, 319 Unit 6: 553, 575
LEVELED READERS: Unit 1, Week 4: People Helping Whales (A, O, B, ELL); Unit 1, Week 5:
Families at Work (A, O, B, ELL); Unit 2, Week 3: A Tree Full of Life (A, O, B, ELL);
Unit 2, Week 4: Animal Families (A, O, B, ELL); Unit 3, Week 1: Forces at Work (A, O, B,
ELL), Unit 3, Week 3: City Communities (A, O, B, ELL), Unit 3, Week 4: Weather All Around (A,
O, B, ELL); Unit 3, Week 5: The Sounds of Trash (A, O, B, ELL); Unit 4, Week 1: Rocky Mountain
National Park (A, O, B, ELL) Unit 6, Week 2: Wind Power (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 33, 35, 43, 45, 73–74, 83–85, 103–104, 113–114, 123–124,
133–134, 143–144, 153–154, 253–254, 263–264
TEACHER’S EDITION: Unit 1: S16, S22, T308-T309, T321A-T321I, T334, T398-399, T400-T401,
T413A-T413I, T430, T438, T440, T448, T450 Unit 2: T218-T219, T308-T311, T323A-T323I,
T340-T341, T350-T351, T358-T359, T360–T361, T419A, Unit 3: T32-T33, T53A, T145A–T145B,
T216-T217, T237A, T308-T309, T398-T399, T400-T401, T413A-T413D, T419A, T424–T425
Unit 4: T30-T31, T45F, T45G, T51A, T135E, T146, T231A–T231B Unit 5: T231A–T231B, T321A-
T321B, T411A-T411B Unit 6: T120-T121, T141A-T141B, T152, T164, T166, T170-T171, T231A,
T321A
RI.2.2 Identify the main topic of a multiparagraph READING/WRITING WORKSHOP: Unit 2: 141, 157 Unit 3: 230-235, 237, 246–249,
251 Unit 4: 262–265, 276–279 Unit 6: 434–437, 439, 448–451
text as well as the focus of specific
LITERATURE ANTHOLOGY: Unit 2: 183, 203 Unit 3: 289, 297 Unit 6: 553
paragraphs within the text. LEVELED READERS: Unit 2, Week 3: A Tree Full of Life (A, O, B, ELL) Unit 2, Week 4: Animal
Families (A, O, B, ELL) Unit 3, Week 4: Weather All Around (A, O, B, ELL); Unit 3, Week 5: The
Sounds of Trash (A, O, B, ELL); Unit 6, Week 3: Digging for Sue (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 73–75, 83–85, 113–114, 133–134, 143–145, 273–275
TEACHER’S EDITION: Unit 2: T218-T219, T231A-T231K, T248-T249, T256-T257, T258-T259,
T262-T263, T266–T267, T310-T311, T321A-T321J, T335 Unit 3: T39, T47D, T310-T311, T323A-
T323H, T400-T401, T413A-T413D, T430-T431, T44--T441, T442-T443, T444-T445 Unit 4:
T37, T45D, T127, T135D Unit 6: T212-T213, T225A-T225J, T242-T243, T250-T251, T252-253,
T256-T257, T258-T259, T306-T307
RI.2.3 Describe the connection between a series READING/WRITING WORKSHOP: Unit 4: 262–265, 267, 276–279, 280, 281 Unit 5:
362–365, 367, 390–393, 395 Unit 6: 434–437, 448–451, 453
of historical events, scientific ideas or
LITERATURE ANTHOLOGY: Unit 4: 319, 333 Unit 5: 481 Unit 6: 575
concepts, or steps in technical procedures
LEVELED READERS: Unit 4, Week 1: Rocky Mountain National Park (A, O, B, ELL); Unit 4,
in a text. Week 2: Earthquakes (A, O, B, ELL); Unit 5, Week 3: Rudy Garcia-Tolson (A, O, B, ELL);
Unit 5, Week 5: Government Rules (A, O, B, ELL), Unit 6, Week 4: How to Be a Smart Shopper
(A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 153–155, 163–165, 173–175, 243–245, 283-285
READING WORKSTATION ACTIVITY CARDS: 11, 12, 16, 17
TEACHER’S EDITION: Unit 4: T32-T33, 45A-T45L, T62-T63, T70-T71, T72-T73, T74-T75,
T79, T122-T123, T135A-T135H Unit 5: T212-T213, T225A-T225H, T242-T243, T250–T251,
T252-T253, T256-T257, T258-T259 Unit 6: T127, T217, T302-T203, T315A–T315L, T332-T33,
T340-T241, T342-T343, T344-T345, T346-T347, T 348-T349
CCSS6
Craft and Structure McGraw-Hill Reading Wonders
CORRELATIONS
RI.2.4 Determine the meaning of words and READING/WRITING WORKSHOP: Unit 1: 31, 47, 63, 79, 93 Unit 2: 111, 127, 143,
159, Unit 3: 191, 207, 223, 239, 255 Unit 4: 267, 283, 297, 311 Unit 5: 341, 355, 369,
phrases in a text relevant to a grade 2 topic 383, 397 Unit 6: 413, 427, 441, 455
LITERATURE ANTHOLOGY: Unit 1: 101, 107 Unit 2: 183, 203 Unit 3: 229, 277, 291,
or subject area.
297 Unit 4: 319, 333 Unit 5: 453, 483 Unit 6: 531, 553, 575
YOUR TURN PRACTICE BOOK: 31, 41, 71, 81, 101, 121, 131, 141, 151, 161, 221, 231, 241,
261, 271, 281
TEACHER’S EDITION: Unit 1: T292-T293, T347, T 362, T384-T385, T437, T452 Unit 2:
T200-T201, T255, T270, T292-T293 T347, T362 Unit 3: T16-T17, T71, T86, T200-T201, T255,
T270, T292-T293, T347, T362, T384-T385, T437, T452 Unit 4: T16-T17, T69, T84, T106-T107,
T159, T174 Unit 5: T196–T197, T249, T264; T220–T221, T286-T287, T339, T355, T376-377,
T429, T445 Unit 6: T106-T107, T159, T174, T196-T197, T249, T265, T286-T287, T339, T354
RI.2.5 Know and use various text features READING/WRITING WORKSHOP: Unit 1: 77, 78, 92 Unit 2: 142, 158 Unit 3: 182-187,
190, 230–235, 238, 248, 252 Unit 4: 262–265, 268, 276–279, 282 Unit 5: 362–365, 368,
(e.g., captions, bold print, subheadings,
390–393, 396 Unit 6: 420–423, 426, 434–437, 440, 448-451, 454
glossaries, indexes, electronic menus, icons) LITERATURE ANTHOLOGY: Unit 1: 56-59, 87, 90, 102-103, 106, 107, 109 Unit 2: 133-135,
to locate key facts or information in a text 164-181, 184-185, 186-201, 204-205 Unit 3: 212-227, 230-231, 252-255, 280-291, 292-293,
efficiently. 294-297, 298-299 Unit 4: 300-317, 320-321, 322-333, 334-335, 366-369 Unit 5: 410-411,
440-441, 448, 450, 454, 477, 478, 480-483, 484-485 Unit 6: 508-511, 512-529, 533, 546,
547, 555, 567, 568-569, 571
A Tree Full of Life (A, O, B, ELL); Unit 3, Week 1: What is Friction? (A, O, B, ELL);
Unit 4, Week 1: Rocky Mountain National Park (A, O, B, ELL); Unit 5, Week 5:
Government Rules (A, O, B, ELL); Unit 6, Week 2: Wind Power (A, O, B, ELL);
YOUR TURN PRACTICE BOOK: 38, 48, 78, 108, 169, 225, 243–244, 247
TEACHER’S EDITION: Unit 1: T310-T311, T320-T321, T323A_T323J, T329A, T340, T350, T354,
T358, T360, T405, T410, T413A-T413D, T419A, T464 Unit 2: T228–T229, T320–T321,T323A-
T323J, T464–T465 Unit 3: T53A–T53B, T228-T229, T320, T329B, T410--T411, T419A,
T464–T465 Unit 4: T42-T43, T51A-T51B, T132-T133, T141A, T222–T223, T225A–T225H,
T231A–T231B Unit 5: T222-T223, T402-T403, T411A-T411B, T456–T457 Unit 6: T132-T133,
T141A-T141B, T222-T223, T231A-T231B, T237, T312-T313, T456–T457
RI.2.6 Identify the main purpose of a text, READING/WRITING WORKSHOP: Unit 3: 189, 221 Unit 6: 425, 434–437, 439
LITERATURE ANTHOLOGY: Unit 3: 229 Unit 5: 452 Unit 6: 531, 553
including what the author wants to answer,
LEVELED READERS: Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 6, Week 2: Wind
explain, or describe. Power (A, O, B, ELL); Unit 6, Week 3: Digging for Sue (A, O, B, ELL); Unit 6, Week 4: How To
Be a Smart Shopper (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 105, 115, 123–125, 263–264, 273–274
TEACHER’S EDITION: Unit 3: T33-T34, T47A-T47J, T72–T73, T77, T81, T82–T83, T218–T219,
T231A-T231J, T256–T257, T258–T259, T261, T262–T263, T265, T266–T267, T315, T322C, T322F,
T405, T413B Unit 5: T216–T217, T225D Unit 6: T122-T123, T135A-T135L, T152, T160, T161,
T162, T165, T166, T169, T170–T171, T172, T212-T213, T225A-T225J, T242, T250, T251, T253, T255,
T256, T259, T262, T332, T342, T346, T349, T350–T351, T352

RI.2.7 Explain how specific images (e.g., a diagram READING/WRITING WORKSHOP: Unit 2: 150-155, 158 Unit 3: 182-187, 190, 246-249,
252 Unit 4: 262–265, 268 Unit 5: 390–393, 396 Unit 6: 420–423, 426, 434–437, 440,
showing how a machine works) contribute
448-451, 454
to and clarify a text. LITERATURE ANTHOLOGY: Unit 1: 56-59, 87, 90, 102-103, 106, 107, 109 Unit 2: 133-135,
184-185, 186-201, 204-205 Unit 3: 212-227, 230-231, 252-255, 280-291, 292-293, 294-297,
298-299 Unit 4: 300-317, 320-321, 322-333, 335, 366-369 Unit 5: 410-411, 440-441, 448,
450, 454, 477, 478, 480-483, 484-485 Unit 6: 508-511, 512-529, 533, 546, 547, 555, 567,
568-569, 571
YOUR TURN PRACTICE BOOK: 48, 108, 148, 158, 247, 278
TEACHER’S EDITION: Unit 1: T410-T411, T413B Unit 2: T320–T321, T323D, T329A Unit 3:
T44-T45, T335, T410, T419A Unit 4: T42-T43, T45C, T51A-T51B Unit 5: T222-T223, T402-T403,
T411B Unit 6: T132-T133, T141A-141B , T222-T223, T225F, T237, T312-T313
RI.2.8 Describe how reasons support specific READING/WRITING WORKSHOP: Unit 3: 183, 189, 221, 214–219 Unit 5: 362–365
Unit 6: 425, 434–437, 439, 448–451
points the author makes in a text.
LEVELED READERS: Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 6, Week 2:
Wind Power (A, O, B, ELL); Unit 6, Week 3: Digging for Sue (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 105, 115, 125, 263–264, 273–274, 283–284
TEACHER’S EDITION: Unit 1: T335 Unit 3: T33-T34, T72–T73, T77, T82–T83, T218–T219,
T243, T256–T257, T258–T259, T261, T262, T413B–T413C Unit 5: T216–T217
Unit 6: T122-T123, T152, T161, T162, T165, T166, T169, T170–T171, T172, T212-T213, T225B,
T242, T250, T251, T255, T288, T306, T315A–T315I, T349

RI.2.9 Compare and contrast the most important READING/WRITING WORKSHOP: Unit 3: 280–289 Unit 4: 262–265
LITERATURE ANTHOLOGY: Unit 1: 103, 109 Unit 2: 185, 205 Unit 3: 231, 293, 299 Unit
points presented by two texts on the same
4: 321, 355 Unit 5: 455, 485 Unit 6: 535, 555
topic. LEVELED READERS: Unit 4, Week 1: Rocky Mountain National Park (A, O, B, ELL)
TEACHER’S EDITION: Unit 1 T334, T424 Unit 2 T242, T334 Unit 3: T58, T334, T424 Unit 4:
T51A–T51B, T56-T57, T62–T63, T72–T73, T76–T77 Unit 5 T236, T416 Unit 6 T146, T236
Range of Reading and Level of Text Complexity McGraw-Hill Reading Wonders

RI.2.10 By the end of year, read and comprehend READING/WRITING WORKSHOP: These units reflect the range of text complexity found
throughout the book.
informational texts, including history/
Unit 1: 70-75 Unit 2: 134-139 Unit 3: 182-187 Unit 4: 262-265 Unit 5: 362-365
social studies, science, and technical texts, Unit 6: 434-437
in the grades 2–3 text complexity band LITERATURE ANTHOLOGY: These units reflect the range of text complexity found throughout
proficiently, with scaffolding as needed at the book.
Unit 1: 82-99 Unit 2: 186-201 Unit 3: 294-297 Unit 4: 322-331 Unit 5: 442-451
the high end of the range. Unit 6: 536-551
Animal Families (A, O, B, ELL); Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 4, Week 2:
Earthquakes (A, O, B, ELL); Unit 5, Week 3: Rudy Garcia-Tolson (A, O, B, ELL); Unit 6, Week 4:
How To Be a Smart Shopper (A, O, B, ELL)
TEACHER’S EDITION: Unit 1: T472–T475 Unit 2: T472–T475 Unit 3: T472–T475,
Unit 4: T464–T467 Unit 5: T464–T467 Unit 6: T390, T464–T467
CCSS8
Reading Standards: Foundational Skills
Phonics and Word Recognition McGraw-Hill Reading Wonders
CORRELATIONS
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a Distinguish long and short vowels when LEVELED READERS: Unit 1, Week 5: Families at Work (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 32, 42, 52, 62, 72, 82, 92 102, 112, 122, 132, 142
reading regularly spelled one-syllable
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 1, 2, 4, 5, 6, 7, 11, 12, 13, 14, 15
words. TEACHER’S EDITION: Unit 1: T288, T290, T304, T305, T306, T316, T327, T336, T344, T352,
T380, T394, T396, T406, T417, T426, T434, T435, T442, T454 Unit 2: T12–T13, T14, T29, T30,
T51, T60, T66–T69, T76, T88, T104–T105, T106–T107, T120–T121, T122, T132, T143–T144,
T153, T160–T162, T168–T169, T180, T199, T212, T214, T224, T288–T289, T304–T305,
T306 Unit 3: T12–T13, T28–T29, T40–T41, T51, T52, T60, T104–T105, T120–T121, T132, T143,
T144, T160–T161, T180, T196, T212–T213, T253, T272, T288–T289, T302, T380 T382, T394,
T396, T406, T417, T426, T434–T435, T442, T454 Unit 5: T446
DECODABLE READERS: Unit 1, Week 4: You Can Bake a Cake!; Unit 1, Week 5: Mike’s Big
Bike; Unit 2, Week 1: At Home in Nome; Unit 2, Week 2: Duke and Bud’s Run; Unit 3, Week 2:
High in the Sky; Unit 3, Week 3: Three Goats and a Troll; Unit 3, Week 5: Luke’s Tune
www.connected.mcgraw–hill.com: RESOURCES
Phonics/Spelling PRACTICE BOOK: 17, 18, 22, 23, 27, 28, 32, 33
RF.2.3b Know spelling-sound correspondences for YOUR TURN PRACTICE BOOK: 102, 112, 122, 132, 202, 232
TEACHER’S EDITION: Unit 3: T12–T13, T28–T29, T40–T41, T68–T69, T76, T88, T152–T153,
additional common vowel teams.
T160–T161, T168, T196, T197, T213, T214, T224–T225, T244, T253, T260, T288, T304, T306,
T316–T317, T336, T344–T345, T352 Unit 4: T116, T118, T128–T129, T139, T156, T164,
T246–T247, T266, T372 Unit 5: T12–T15, T26–T29, T38–T39, T49, T50, T58–T59, T148–T149,
T192–T193, T206–T208, T218–T219, T228–T229, T244–T247, T254, T282, T284, T296, T298.
T308–T309, T336, T344, T388 Unit 6: T164, T254, T282, T296, T298, T308, T319, T328, T336,
T337, T338, T344
DECODABLE READERS: Unit 3, Week 1: Ray Saves the Play; Unit 3, Week 2: High in the
Sky; Unit 3, Week 3: Three Goats and a Troll; Unit 3, Week 4: It Won’t Be Easy; Unit 4,
Week 2: Shirl and Her Tern; Unit 4, Week 3: More Fun Than a Hat!; Unit 5, Week 4: Paul
Saw Arctic Foxes; Unit 6, Week 4: The Rainy Day
Phonics/Spelling PRACTICE BOOK: 52, 53, 57, 58, 62, 63, 67, 68, 72, 73, 87, 88, 92, 93, 97,
98, 102, 103, 107, 108
RF.2.3c Decode regularly spelled two-syllable YOUR TURN PRACTICE BOOK: 272
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 11, 12, 13, 14, 15, 16, 26
words with long vowels.
TEACHER’S EDITION: Unit 2: T70 Unit 3: T121, T133, T143, T152, T162, T396, T406, T417,
T426, T434–T435, T442 Unit 6: T12, T14, T26–T27, T28, T49, T66, T67, T86, T102, T104, T116,
T118, T128, T139, T148, T156–T157, T158, T164, T176, T192, T206, T218, T238, T246, T254,
T282, T296, T298, T308, T319, T328, T336, T337, T338, T340, T344, T356
DECODABLE READERS: Unit 3, Week 5: Luke’s Tune; Unit 6, Week 1: Clever Doggie;
Unit 6, Week 2: Tadpole Decides; Unit 6, Week 3: Jamal and Rachel’s Camping Trip;
Unit 6, Week 4: The Rainy Day
Phonics/Spelling PRACTICE BOOK: 127, 128, 132, 133, 137, 138, 142, 143

Phonics and Word Recognition McGraw-Hill Reading Wonders
RF.2.3d Decode words with common prefixes and LEVELED READERS: Unit 2, Week 4: Animal Families (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 2, 12, 63–65, 82
suffixes.
TEACHER’S EDITION: Unit 1: T51, T53, T120, T133, T143, T152, T346 Unit 2: T46–T47,
T138–T139, T145, T172, T213, T219, T225, T230–T231, T235, T244, T254, T305, T317, T327,
T336, T346; Unit 3: T412–T413; Unit 4: T27, T38–T39, T49, T51, T58, T68, T321 Unit 5:
T44–T45; Unit 6: T117, T129, T139, T148, T158, T266, T321
DECODABLE READERS: Unit 2, Week 3: Animal Places and Spaces; Unit 4, Week 1: The
Thumbs-Up Rain Forest; Unit 6, Week 2: Tadpole Decides
RF.2.3e Identify words with inconsistent but YOUR TURN PRACTICE BOOK: 152, 162, 172, 182
PHONICS/WORD STUDY WORKSTATION ACTIVITY CARDS: 16, 17, 18, 19, 20, 21, 22, 23,
common spelling-sound correspondences.
24, 25
TEACHER’S EDITION: Unit 2: T422 Unit 3: T12, T30, T122, T290 Unit 4: T12–T13, T14, T27,
T28, T38–T39, T48, T59, T74, T86, T156, T176, T192–T193, T206–T207, T238, T254, T282, T296,
T308, T336–T337, T338, T344, T356, T386, T426–T427, T446 Unit 5: T372, T386, T398, T409,
T418, T426–T427, T434 Unit 6: T74, T372, T386
DECODABLE READERS: Unit 2, Week 5: Mrs. Sprig’s Spring Flowers; Unit 4, Week 2: Shirl
and Her Tern; Unit 4, Week 3: More Fun Than a Hat!; Unit 4, Week 4: Cheer Up, Dot; Unit 4,
Week 5: The Caring King’s Fair Wish; Unit 6, Week 1: Clever Doggie
RF.2.3f Recognize and read grade-appropriate READING/WRITING WORKSHOP: Unit 3: 230–235 Unit 6: 420–423, 448–451
LEVELED READERS: Unit 1, Week 1: Cat and Dog (A), The Quest (O, ELL), Class Pets (B);
irregularly spelled words.
Unit 3, Week 1: Forces at Work (A, O, B, ELL)
YOUR TURN PRACTICE BOOK: 3,152
TEACHER’S EDITION: Unit 1: S8, S14, S20, S31, T15, T107, T199, T291, T307, T383, Unit 2:
T15, T107, T199, T291, T383 Unit 3: T15, T107, T199, T291, T383 Unit 4: T15, T105, T195,
T285, T298, T319, T375 Unit 5: T15, T105, T195, T285 Unit 6: T15, T105, T195, T285, T375
DECODABLE READERS: Start Smart: I Can Plant; Unit 1, Week 1: Pat and Tim; Unit 1,
Week 2: Len and Gus; Unit 2, Week 3: Animal Places and Spaces; Unit 2, Week 5: Mrs.
Sprig’s Spring Flower; Unit 4, Week 1: The Thumb’s–Up Rain Forest; Unit 6, Week 5: How
Bird Was Lured Away from Fire
CCSS10
Fluency McGraw-Hill Reading Wonders
CORRELATIONS
RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
RF.2.4a Read on-level text with purpose and READING/WRITING WORKSHOP: Unit 1: 22, 38, 54, 70 Unit 2: 102–107, 118–123,
134–139, 150–155 Unit 3: 182–187, 198–203, 214–219, 230–235 Unit 4: 262–265,
understanding.
276–279 Unit 5: 334–337, 362–365 Unit 6: 406–409, 420-423
LEVELED READERS: Unit 1, Week 1: Cat and Dog (A), The Quest (O, ELL), Class Pets (B);
Week 4: People Helping Whales (A); Unit 1, Week 5: Families at Work (A, O, B, ELL);
Unit 2, Week 1: An Arctic Life for Us (B); Unit 2, Week 2: The Dog and the Bone (O, ELL);
Unit 2, Week 3: A Tree Full of Life, (A, O, B, ELL); Unit 2, Week 4: Animal Families (A, O, B, ELL);
Unit 3, Week 1: Forces at Work (A, O, B, ELL); Unit 3, Week 2: A Special Sunset (A),
A Different Set of Stars (O, ELL), Shadows in the Sky (B); Unit 3, Week 3: City Communities
(A, O, B, ELL); Unit 3, Week 5: The Sounds of Trash (A, O, B, ELL); Unit 4, Week 2:
Earthquakes (A, O, B, ELL); Unit 4, Week 4: Why Turtles Live in Water (A), How Butterflies Came
to Be (O, ELL), Why Spider Has 8 Thin Legs (B); Unit 5, Week 4: Let’s Carpool! (A), Our Beautiful
Tree (O, ELL), Family Night Unplugged! (B); Unit 5, Week 5: Government Rules (A, O, B, ELL);
Unit 6, Week 1: The Apples of Idun (A), Hercules and the Golden Apples (O, ELL), Demeter and
Persephone (B)
YOUR TURN PRACTICE BOOK: 3, 13, 33, 73–74, 103–104, 113–114, 123–124, 133–134,
143–144, 153–154, 163–164, 173–174, 183–184, 203–204, 253–254, 263–264, 293–294
TEACHER’S EDITION: Unit 1: T18, T124, T165, T353, T398, T438, T462 Unit 2: T18–T21,
T164–T165, T340–T341, T438–T439, Unit 3: T18, T42, T64–T65, T164–T165, T294–T297,
T438–T439 Unit 4: T30, T170–T171, T251, T350–T351 Unit 5: T230–T231, T249, T250–T251,
T340–T341, T342, T345, T346, T350–T351, T442, T454 Unit 6: T30, T165, T169, T249,
T250–T251, T349, T454, T435, T439
RF.2.4b Read on-level text orally with accuracy, LEVELED READERS: Unit 1, Week 1: Cat and Dog (A), The Quest (O, ELL), Class Pets (B);
Unit 2, Week 3: A Tree Full of Life, (A, O, B, ELL); Unit 2, Week 4: Animal Families (A, O, B,
appropriate rate, and expression on
ELL); Unit 3, Week 2: A Special Sunset (A), A Different Set of Stars (O, ELL), Shadows in the Sky
successive readings. (B); Unit 3, Week 3: City Communities (A, O, B, ELL); Unit 4, Week 2: Earthquakes (A, O, B,
ELL); Unit 4, Week 4: Why Turtles Live in Water (A), How Butterflies Came to Be (O, ELL), Why
Spider Has 8 Thin Legs (B)
YOUR TURN PRACTICE BOOK: 14, 103–104, 113–114, 123–124, 133–134, 143–144,
163–164, 173–174, 183–184, 253–254, 293–294
TEACHER’S EDITION: Unit 1: S32, T42, T53, T134, T145, T226, T237, T318, T329, T408, T438,
T462 Unit 2: T42, T53, T71, T134, T145, T167, T226, T248, T258, T262, T340–T341, T408, T438–
T439, T462 Unit 3: T30, T42, T53, T72, T78–T79, T134, T145, T164, T170–T171, T226, T237,
T248, T256, T318, T348, T408, T437, T439, T462–T463 Unit 4: T40, T140, T152, T160–T161,
T220, T230, T249, T250, T321, T332, T339, T340, T346, T400, T411, T430–T431, T454 Unit 5:
T40, T51, T250, T340, T400, T430, T454 Unit 6: T40, T51, T69, T70, T141, T160, T144, T221,
T250, T321, T340, T400, T411, T430, T454
RF.2.4c Use context to confirm or self-correct word READING/WRITING WORKSHOP: Unit 2: 155; Unit 3: 188, 204; Unit 4: 266, 280 Unit 6:
410, 424;
recognition and understanding, rereading
LEVELED READERS: Unit 2, Week 5: Amira’s Petting Zoo (A), Alice’s New Pet (O, ELL), Ava’s
as necessary. Animals (B)
TEACHER’S EDITION: Unit 1: T237, T408, T462 Unit 2: T318, T430–T431, T440–T441,
T448–T449, T450–T451, T462–T463 Unit 3: T408, T462–T463 Unit 4: T18, T130, T454 Unit
5: T400, T454 Unit 6: T62, T72, T76, T315, T355, T454

WRITING
Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
CCSS12
C
CORRELATIONS
Grade 2

W 2 1
Writing Standards
Text Types and Purposes McGraw-Hill Reading Wonders
W.2.1 Write opinion pieces in which they READING/WRITING WORKSHOP: Unit 3: 225 Unit 6: 456-457
WRITING WORKSTATION ACTIVITY CARDS: 11, 18, 24, 25
introduce the topic or book they are writing
TEACHER’S EDITION: Unit 1: T465 Unit 3: T206, T220, T232, T238, T272, T388, T414, T428,
about, state an opinion, supply reasons T464–T465, T480-T491 Unit 6: T327, T456–T457
that support the opinion, use linking words
(e.g., because, and, also) to connect opinion
and reasons, and provide a concluding
statement or section.
W.2.2 Write informative/explanatory texts in READING/WRITING WORKSHOP: Unit 1: 80-81, 94-95 Unit 2: 144–145, 160–161 Unit
3: 192–193, 224-225, 240–241 Unit 4: 270–271, 284-285 Unit 5: 370–371, 398–
which they introduce a topic, use facts and
399 Unit 6: 428–429, 442–443, 456–457
definitions to develop points, and provide a YOUR TURN PRACTICE BOOK: 137, 277
concluding statement or section. WRITING WORKSTATION ACTIVITY CARDS: 14, 27
TEACHER’S EDITION: Unit 1: T298, T324, T388, T414 Unit 2: T206, T220, T298, T312,
T324, T330 Unit 3: T22–T23, T36, T48, T54, T88, T298, T312, T324, T338, T364, T402, T425,
T454 Unit 4: T20, T46, T86, T110, T136, T176 Unit 5: T200–T201, T214, T226–T227,
T232–T233, T236, T266, T290, T380, T446, T472-T477, T478-T483 Unit 6: T110, T136, T147,
T150, T176, T200, T214, T226, T290, T304, T316, T330, T472-T477, T478-T483
W.2.3 Write narratives in which they recount a READING/WRITING WORKSHOP: Unit 1: 32-33, 48-49 Unit 2: 112–113, 128–129
Unit 3: 208–209 Unit 4: 298–299, 312–313, 326–327 Unit 5: 342–343, 356-357, 384-385
well-elaborated event or short sequence of
Unit 6: 414-415
events, include details to describe actions, WRITING WORKSTATION ACTIVITY CARDS: 1, 2, 12
thoughts, and feelings, use temporal words TEACHER’S EDITION: Unit 1: S8, S14, S20, T22, T88, T114, T180, T206, T232, T480–T482,
to signal event order, and provide a sense T486–T491 Unit 2: T22, T36, T48, T54, T62, T88, T114, T180 Unit 3: T114, T128, T140,
T146–T147, T154, T180 Unit 4: T200, T226, T266, T291, T316, T356, T380, T472-T477 Unit 5:
of closure. T20–T21, T46–T47, T316 Unit 6: T20, T46, T380, T446, T462–T465, T470–T471

Writing Standards
Production and Distribution of Writing McGraw-Hill Reading Wonders
W.2.5 With guidance and support from adults READING/WRITING WORKSHOP: Unit 1: 32-33, 80-81, 94-95 Unit 2: 112–113, 160–
161 Unit 3: 192–193, 208–209, 224–225 Unit 4: 270-271, 298-299, 312-313, 326-327
and peers, focus on a topic and strengthen
Unit 5: 342–343, 356-357, 370-371, 384-385 Unit 6: 414-415, 428-429, 442-443, 456-457
writing as needed by revising and editing. YOUR TURN PRACTICE BOOK: 7, 17, 27, 37, 47, 87, 157, 167, 177, 187, 257, 267, 297
TEACHER’S EDITION: Unit 1: S8, S14, S20, T36, T48, T54, T62, T128, T140, T146, T154, T220,
T238, T312, T330, T338, T364, T402, T420, T484–T485, T490–T491 Unit 2: T48, T53, T114,
T126, T128, T140, T146–T147, T298, T312, T324, T364, T388, T402–T403, T420, T454 Unit 3:
T22–T23, T54–T55, T114, T154, T206, T238, T246, T330–T331, T338 Unit 4: T34, T52, T124,
T142–T143, T214, T232–T233, T291, T304, T316, T322–T323, T330, T394, T406, T412–T413,
T446 Unit 5: T20–T21, T34–T35, T52–T53, T60–T61, T150–T151, T232–T233, T304, T394,
T406, T412 Unit 6: T21, T34, T52–T53, T61, T124, T232–T233, T322–T323, T394, T406,
T412–T413
W.2.6 With guidance and support from adults, TEACHER’S EDITION: Unit 1: S33, T56, T148, T240, T246, T332, T420, T422, T428, T484,
T490 Unit 2: T56, T146–T147, T148, T154, T240, T330, T332, T338, T420, T422, T428, T466–
use a variety of digital tools to produce and
T469, T471, T484, T490 Unit 3: T54–T55, T56, T148, T240, T332. T420–T421, T422, T466, T484,
publish writing, including in collaboration T490 Unit 4: T54, T60, T144, T150, T234, T240, T324, T414, T420, T458, T476, T482 Unit 5: T54,
with peers. T60–T61, T144, T234, T240–T241, T324, T414, T420, T458, T476, T482 Unit 6: T54, T144, T234,
T240, T324, T326, T414, T420, T458, T476, T482
CCSS14
Writing Standards
Research to Build and Present Knowledge McGraw-Hill Reading Wonders
CORRELATIONS
W.2.7 Participate in shared research and writing TEACHER’S EDITION: Unit 1: T56, T151, T240, T243, T332, T335, T422, T425, T466 Unit 2:
T56–T57, T59, T151, T332–T333, T335, T422, T425, T464–T465, T466–T469 Unit 3: T59, T151,
projects (e.g., read a number of books on
T243, T335, T422, T425, T466 Unit 4: T54–T55, T57, T147, T237, T327, T414–T415, T417, T456,
a single topic to produce a report; record T458 Unit 5: T147, T234–T235, T324–T325, T327, T414–T415, T417, T456–T457, T458
science observations). Unit 6: T144–T145, T147, T234–T235, T237, T327, T414–T415, T417, T457
W.2.8 Recall information from experiences or TEACHER’S EDITION: Unit 1: T59, T243, T422, T466 Unit 2: T422, T466, T480-T485,
T486-T491 Unit 3: T298, T422, T466 Unit 4: T110, T136, T200, T414, T416 Unit 5: T54–T55,
gather information from provided sources
T316, T413, T458 Unit 6: T234–T235, T414, T458
to answer a question.

SPEAKING AND LISTENING
Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate.
CCSS16
C
CORRELATIONS
Grade 2

SL 2 1
Speaking and Listening Standards

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
SL.2.1a Follow agreed-upon rules for discussions READING/WRITING WORKSHOP: Unit 1: 18, 34, 50, 82 Unit 2: 146–147 Unit 3:
194–195, 242–243 Unit 4: 314–315 Unit 5: 330–331
(e.g., gaining the floor in respectful ways,
TEACHER’S EDITION: Unit 1: S4, T8, T100, T148, T192, T234, T240, T376, T416, T422 Unit 2:
listening to others with care, speaking one T142, T284, T332, T422 Unit 3: T8, T100, T148–T149, T234, T284, T326, T332, T376, T422, T466
at a time about the topics and texts under Unit 4: T48, T368, T414–T415, T460 Unit 5: T48–T49, T54–T55 Unit 6: T48, T56, T414, T460
discussion).
SL.2.1b Build on others’ talk in conversations by READING/WRITING WORKSHOP: Unit 1: 50, 66 Unit 3: 210–211 Unit 4: 272–273,
300–301, 304–307 Unit 5: 386–387 Unit 6: 402–403, 430–431, 462–465
linking their comments to the remarks of
TEACHER’S EDITION: Unit 1: T50, T56, T192, T284, T334 Unit 2: T100, T148, T416 Unit 3:
others. T142, T192, T240, T416, T466 Unit 4: T98, T144, T188, T228, T234, T278, T324–T325, T326,
T458 Unit 5: T8, T188–T189, T228, T368, T414 Unit 6: T8, T188, T228, T234–T235, T408,
T416, T458
SL.2.1c Ask for clarification and further explanation READING/WRITING WORKSHOP: Unit 2: 162–163; Unit 5: 372–373 Unit 6: 444–445,
458–459
as needed about the topics and texts under
TEACHER’S EDITION: Unit 1: S29, T326, T332, T468 Unit 2: T192, T376, T468 Unit 3: T56,
discussion. T466 Unit 4: T8, T54, T278-T279 Unit 5: T278-T279, T324, T460 Unit 6: T98, T278-T279,
T324, T326, T368, T414

Comprehension and Collaboration McGraw-Hill Reading Wonders
SL.2.2 Recount or describe key ideas or details TEACHER’S EDITION: Unit 1: T27, T59, T119, T211, T303, T393, Unit 2: T27, T50, T59, T119,
T211, T303, T393 Unit 3: T27, T119, T211, T303, T326, T393 Unit 4: T25, T115, T205, T295,
from a text read aloud or information
T385 Unit 5: T25, T115, T205, T295, T385, T416, T458 Unit 6: T25, T115, T138, T205, T228,
presented orally or through other media. T281, T295, T385
INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 4: “All Kinds of Vets”; Unit 2, Week 2:
“The Fox and the Crane”; Unit 3, Week 3: “Color Your Community”; Unit 3, Week 4: “Clouds All
Around”; Unit 3, Week 5: “Why People Drum”; Unit 4, Week 1: “Where Do You Live?”; Unit
4, Week 2: “Earth Changes”; Unit 4, Week 3: “My New School”; Unit 4, Week 4: “How
Thunder and Lightning Came to Be”; Unit 4, Week 5: “Redwood National Forest,”“The Amazing
Meadow,” and “The Sahara Desert”; Unit 5, Week 4: “Clean Water”; Unit 5, Week 5: “Town
Rules”; Unit 6, Week 1: “The Bluebell”; Unit 6, Week 2: “How Does Energy Make Your Hair
Stand Up?”; Unit 6, Week 4: “Money 101”; Unit 6, Week 5: “Give Me a Brown Box” and “Music
Sends Me”
SL.2.3 Ask and answer questions about TEACHER’S EDITION: Unit 1: S29, T11, T103, T195, T287, T379, T468 Unit 2: T11, T103,
T195, T287, T379, T468 Unit 3: T11, T103, T195, T287, T379, T468 Unit 4: T11, T101, T 191,
what a speaker says in order to clarify
T281, T371 Unit 5: T11, T24–T25, T101, T191, T281, T371, T458 Unit 6: T11, T101, T191,
comprehension, gather additional T281, T371
information, or deepen understanding of a INTERACTIVE READ-ALOUD CARDS: Unit 1, Week 4: “All Kinds of Vets”; Unit 2, Week
topic or issue. 2: “The Fox and the Crane”; Unit 3, Week 2: “The Hidden Sun”; Unit 3, Week 5: “Why People
Drum”; Unit 4, Week 2: “Earth Changes”; Unit 4, Week 3: “My New School”; Unit 4, Week
4: “How Thunder and Lightning Came to Be”; Unit 4, Week 5: “Redwood National Forest,”“The
Amazing Meadow,” and “The Sahara Desert”; Unit 5, Week 4: “Clean Water”; Unit 6, Week 2:
“How Does Energy Make Your Hair Stand Up?” Unit 6, Week 5: “Give Me a Brown Box” and “Music
Sends Me”
CCSS18
Presentation of Knowledge and Ideas McGraw-Hill Reading Wonders
CORRELATIONS
SL.2.4 Tell a story or recount an experience with TEACHER’S EDITION: Unit 1: T424–T425, T466, T470–T471 Unit 2: T424–T425,
T470–T471 Unit 3: T424–T425, T470–T471 Unit 4: T416–T417, T462–T463
appropriate facts and relevant, descriptive
Unit 5: T416–T417, T462–T463 Unit 6: T416–T417, T462–T463
details, speaking audibly in coherent
sentences.
SL.2.5 Create audio recordings of stories or poems; TEACHER’S EDITION: Unit 1: T466-T469, T470-471 Unit 2: T466–T469
Unit 3: T424–T425, T470–T471 Unit 4: T414-T415, 416–T417, T462–T463 Unit 5:
add drawings or other visual displays to
T416–T417, T462–T463 Unit 6: T416–T417, T462–T463
stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and
feelings.
SL.2.6 Produce complete sentences when TEACHER’S EDITION: Unit 1: T59, T151, T243, T335, T425, T468 Unit 2: T24, T59, T151,
T243, T335, T425, T468 Unit 3: T59, T151, T243, T335, T425 Unit 4: T8, T57, T147, T237,
appropriate to task and situation in order
T327, T417 T460 Unit 5: T57, T147, T237, T278, T327, T417 Unit 6: T57, T147, T237, T278,
to provide requested detail or clarification. T327, T417
(See grade 2 Language standards 1
and 3 on pages 26 and 27 for specific
expectations.)

LANGUAGE
Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
CCSS20
C
CORRELATIONS
Grade 2

L 2 1
Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.2.1a Use collective nouns (e.g., group). TEACHER’S EDITION: Unit 2: T221, T233, T239, T247
Grammar PRACTICE BOOK: 37, 40
L.2.1b Form and use frequently occurring irregular READING/WRITING WORKSHOP: Unit 2: 160-161
TEACHER’S EDITION: Unit 2: T300–T301, T325, T365, T421, T428, T455 Unit 4: T207, T219,
plural nouns (e.g., feet, children, teeth, mice,
T229, T238, T248 Unit 5: T26–T27, T38–T39, T49, T58–T59
fish). www.connected.mcgraw–hill.com: RESOURCES
Phonics/Spelling PRACTICE BOOK: 202, 203
Grammar PRACTICE BOOK: 41, 42, 45
L.2.1c Use reflexive pronouns (e.g., myself, READING/WRITING WORKSHOP: Unit 5: 356-357
TEACHER’S EDITION: Unit 5: T125, T137, T142, T151
ourselves).
Grammar Practice Book: 107, 109, 110
L.2.1d Form and use the past tense of frequently READING/WRITING WORKSHOP: Unit 4: 298-299, 312-313
TEACHER’S EDITION: Unit 3: T313, T325 Unit 4: T112, T137, T143, T150, T177, T202, T215,
occurring irregular verbs (e.g., sat, hid, told).
T227, T233, T241, T267, T292, T305, T317, T323, T331, T357 Unit 6: T323
L.2.1e Use adjectives and adverbs, and choose READING/WRITING WORKSHOP: Unit 6: 414-415, 442-443, 470-471
TEACHER’S EDITION: Unit 6: T22, T35, T47, T53, T61, T87, T202, T215, T227, T233, T241,
between them depending on what is to be
T267, T292, T297, T305, T309, T317, T328, T331, T357, T380, T382, T395, T406–T407, T413,
modified. T421, T447
L.2.1f Produce, expand, and rearrange complete READING/WRITING WORKSHOP: Unit 1: 94-95 Unit 3: 254–255
YOUR TURN PRACTICE BOOK: 147
simple and compound sentences (e.g.,
WRITING WORKSTATION ACTIVITY CARDS: 16, 17
The boy watched the movie; The little boy TEACHER’S EDITION: Unit 1: T389, T390, T403, T415, T421, T429, T454, T455 Unit 3: T388,
watched the movie; The action movie was T390, T402–T403, T414–T415, T421, T428–T429, T455
watched by the little boy). www.connected.mcgraw–hill.com: RESOURCES
Grammar PRACTICE BOOK: 21–22, 24–25, 71–2, 74–75

Language Standards
Conventions of Standard English McGraw-Hill Reading Wonders
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
L.2.2a Capitalize holidays, product names, and READING/WRITING WORKSHOP: Unit 2: 144-145
TEACHER’S EDITION: Unit 2: T208–T209 Unit 4: T23, T35, T46, T52, T60 Unit 5: T202,
geographic names.
T215, T227, T232–T233, T241 Unit 6: T113, T125, T137, T151, T293, T305, T317, T331
L.2.2b Use commas in greetings and closings of READING/WRITING WORKSHOP: Unit 1: 64-65
letters.
TEACHER’S EDITION: Unit 1: T206, T209, T221, T233, T239, T247, T480 Unit 3: T209, T221,
T233, T239, T247 Unit 4: T292, T305, T317, T323, T331 Unit 6: T323
Grammar PRACTICE BOOK: 13-14, 63-64, 93-94
L.2.2c Use an apostrophe to form contractions READING/WRITING WORKSHOP: Unit 4: 326-327 Unit 5: 384-385
YOUR TURN PRACTICE BOOK: 42, 97, 222
and frequently occurring possessives.
TEACHER’S EDITION: Unit 1: T395, T406, T417, T427, T436 Unit 2: T390–T391, T402–T403,
T41, T421, T429, T455 Unit 3: T41, T51, T60, T70, T213, T225, T233, T244, T254 Unit 4:
T382–T383, T395, T407, T413, T421, T447 Unit 5: T229, T248, T292–T293, T305, T317, T321,
T331, T357, T395 Unit 6: T203, T207, T215, T219, T227, T229, T233, T238, T240, T248
Grammar PRACTICE BOOK: 48, 96–100, 116–120
L.2.2d Generalize learned spelling patterns when READING/WRITING WORKSHOP: Unit 4: 326-327
writing words (e.g., cage ‡ badge; boy ‡
T244, T290, T382 Unit 2: T61, T106–T107, T133, T153, T198, T214, T225, T290, T306, T317,
boil). T336, T380, T407, T427 Unit 3: T14, T40–T41, T106, T122, T198, T214, T236, T290, T306,
T316–T317, T337, T382, T396, T407, T416, T427, T436 Unit 4: T14, T28, T50, T59, T140, T149,
T194, T208, T219, T230, T284, T298, T309, T328, T374, T388, T399, T410, T428, T434 Unit 5:
T14–T15, T28–T29, T50, T58–T59, T104–T105, T208, T218–T219, T230–T231, T241, T374 T288,
T398, T410 Unit 6: T14, T28, T38, T50, T59, T129, T140, T149, T309, T321, T328, T374, T386,
T388, T399, T410, T428
L.2.2e Consult reference materials, including LEVELED READERS: Unit X, Week X: Title (lvl)
YOUR TURN PRACTICE BOOK: x
beginning dictionaries, as needed to check
[TYPE OF] WORKSTATION ACTIVITY CARDS: x
and correct spellings. TEACHER’S EDITION: Unit 1: T16, T36, T54, T108, T128, T146, T200, T220, T238, T292, T312,
T330, T384, T402, T420, T484, T490 Unit 2: T16, T36, T54, T108, T128, T146, T200, T220, T238,
T292, T312, T330, T384, T402, T420, T484, T490 Unit 3: T16, T36, T54, T108, T128, T146, T200,
T220, T238, T292, T312, T330, T384, T402, T420, T484, T490 Unit 4: T16, T34, T52, T106, T124,
T142, T196, T214, T232, T286, T304, T322, T376, T394, T412, T476, T482 Unit 5: T16, T34, T52,
T482
www.connected.mcgraw-hill.com: RESOURCES
Visual Glossary: Units 1-6
CCSS22
Language Standards
Knowledge of Language McGraw-Hill Reading Wonders
CORRELATIONS
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.2.3a Compare formal and informal uses of READING/WRITING WORKSHOP: Unit 5: 398–399
LEVELED READERS: Unit 2, Week 3: A Tree Full of Life (A, O, B, ELL); Unit 3, Week 1: Forces
English.
at Work (A, O, B, ELL); Unit 3, Week 4: Weather All Around (A, O, B, ELL); Unit 4, Week 1:
Rocky Mountain National Park (A, O, B, ELL)
WRITING WORKSTATION ACTIVITY CARD: 20
TEACHER’S EDITION: Unit 1: T87, T179, T271, T363 Unit 2: T87, T179, T271, T363,
T453 Unit 3: T87, T179, T271, T363 Unit 4: T85, T175, T265, T355 Unit 5: T355, T380–T381,
T394, T406, T412, T420, T446 Unit 6: T85, T175, T265, T355, T445
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a Use sentence-level context as a clue to the READING/WRITING WORKSHOP: Unit 1: 63 Unit 2: 143, 159 Unit 4: 283 Unit 5: 369,
383 Unit 6: 413, 427, 455
meaning of a word or phrase.
LITERATURE ANTHOLOGY: Unit 1: 79 Unit 2: 203, 209 Unit 4: 333 Unit 5: 483 Unit 6:
507
LEVELED READERS: Unit 6, Week 1: The Apples of Idun (A), Hercules and the Golden Apples
(O, ELL), Demeter and Persephone (B)
YOUR TURN PRACTICE BOOK: 29, 63–65, 89, 93–94, 99, 103–104, 113–114,123–124,
133–134, 163–164, 169, 229, 239,249, 253–254, 263–264, 283–284
TEACHER’S EDITION: Unit 1: T42, T135, T226, T230, T264, T271, T329 Unit 2: T80, T86,
T172, T179, T264, T266–T267, T271, T272, T322, T356, T357, T363, T412, T446, T453 Unit 3:
T80, T172, T264, T356, T419 Unit 4: T134, T135D, T168, T175 Unit 5: T41, T50, T224–T225,
T258, T289, T314, T255, T404, T411, T438 Unit 6: T44, T45G, T78, T85, T135B, T135F, T168,
T175, T348, T355
L.2.4b Determine the meaning of the new word READING/WRITING WORKSHOP: Unit 2: 111, 127, 143 Unit 3: 253 Unit 5: 341
LITERATURE ANTHOLOGY: Unit 2: 131, 159, 183 Unit 5: 409
formed when a known prefix is added to a
YOUR TURN PRACTICE BOOK: 59, 69, 149
known word (e.g., happy/unhappy, tell/retell). TEACHER’S EDITION: Unit 2: T46, T47F, T53, T138, T145, T213, T230 Unit 3: T412, T446,
T453
L.2.4c Use a known root word as a clue to the READING/WRITING WORKSHOP: Unit 1: 31, 47, 79, 93 Unit 4: 311 Unit 6: 441
meaning of an unknown word with the
YOUR TURN PRACTICE BOOK: 9, 19, 39, 49, 73–74, 93–95, 183–184, 189, 209, 273–274,
same root (e.g., addition, additional). 279
T363, T412, T419, T446, T453 Unit 2: T123, T145, T419 Unit 4: T314, T348, T355, T389
Unit 5: T44–T45, T389 Unit 6: T119, T209, T224. T225D, T258, T266, T389
L.2.4d Use knowledge of the meaning of individual READING/WRITING WORKSHOP: Unit 3: 207 Unit 4: 269
LITERATURE ANTHOLOGY: Unit 3: 251 Unit 4: 319
words to predict the meaning of compound
YOUR TURN PRACTICE BOOK: 92, 113–114, 119, 153–154, 159
words (e.g., birdhouse, lighthouse, housefly; TEACHER’S EDITION: Unit 2: T395, T407, T417, T426, T436 Unit 3: T138, T172, T179, T235
bookshelf, notebook, bookmark). Unit 4: T44, T45D, T45G, T78, T85, T141 Unit 6: T27, T38, T49, T58, T68

Language Standards
Vocabulary Acquisition and Use McGraw-Hill Reading Wonders
L.2.4e Use glossaries and beginning dictionaries, LITERATURE ANTHOLOGY: Glossary: 584-599
both print and digital, to determine or
T330, T384, T402, T420, T484, T490 Unit 2: T16, T36, T54, T108, T128, T146, T200, T220, T238,
clarify the meaning of words and phrases. T292, T312, T330, T384, T402, T412, T420, T484, T490 Unit 3: T16, T36, T54, T108, T128, T146,
T200, T220, T238, T292, T312, T330, T384, T402, T412, T420, T484, T490 Unit 4: T16, T34, T52,
T476, T482 Unit 6: T16, T34, T52, T106, T124, T142, T196, T214, T224, T232, T286, T304, T322,
T376, T394, T412, T476, T482
www.connected.mcgraw-hill.com: RESOURCES
Visual Glossary: Units 1-6
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

L.2.5a Identify real-life connections between READING/WRITING WORKSHOP: Unit 1: 20-21, 36-37, 52-53, 68-69, 84-85 Unit 2: 109,
132–133, 148–149, 164–165 Unit 3: 160–161, 196–197, 212–213, 244–245 Unit 4: 260–
words and their use (e.g., describe foods
261, 274–275, 276–279, 288–289, 302–303, 316–317, 318–321, 325 Unit 5: 332–333,
that are spicy or juicy). 346–347, 360–361, 374–375, 388–389 Unit 6: 418–419, 432–433, 446–447, 460–461
YOUR TURN PRACTICE BOOK: 1, 11, 21, 31, 41, 61, 71, 101, 111, 121, 131, 141, 151, 201,
211, 221, 281, 291, 293–294
TEACHER’S EDITION: Unit 1: T16, T86, T108, T200, T292, T384, T409, T452, T453 Unit 2: T16,
T43, T108, T109, T200, T227, T292, T384, T408, T454 Unit 3: T16, T42, T86, T106, T135, T178, T200,
T227, T270, T292, T319, T362, T384, T452–T453 Unit 4: T12, T16. T40, T84, T106, T130, T174 T196,
T264, T265, T286, T310, T354, T376, T400, T404, T410–T411, T411A, T444 Unit 5: T16–T17, T50,
T106–T107, T196–T197, T286, T311, T354, T376, T400, T444 Unit 6: T16, T40, T84, T106, T196,
T221, T264, T287, T354, T376, T400, T404, T411, T438, T444–T445
L.2.5b Distinguish shades of meaning among READING/WRITING WORKSHOP: Unit 2: 174–175 Unit 3: 223
YOUR TURN PRACTICE BOOK: 26, 67, 97, 129, 139, 197, 297
closely related verbs (e.g., toss, throw, hurl)
TEACHER’S EDITION: Unit 1: T206, T220, T232, T238 Unit 2: T22, T36, T48, T54, T178, T388,
and closely related adjectives (e.g., thin, T402, T414, T420, T429 Unit 3: T230, T231E, T322, T329 Unit 4: T380, T394, T406, T412
slender, skinny, scrawny). Unit 6: T141, T380, T394, T406, T412
L.2.6 Use words and phrases acquired through READING/WRITING WORKSHOP: Unit 3: 223, 239 Unit 4: 290–293, 297
Unit 6: 462–465, 469
conversations, reading and being read to,
LITERATURE ANTHOLOGY: Unit 3: 229 Unit 4: 385 Unit 6: 581
and responding to texts, including using LEVELED READERS: Unit 2, Week 4: Animal Families (A, O, B, ELL)
adjectives and adverbs to describe (e.g., YOUR TURN PRACTICE BOOK: 1, 11, 21, 93–94, 129, 139, 161, 173–174, 179, 181, 251, 261,
When other kids are happy that makes me 291, 293–294
happy). T347, T352, T356, T362, T437, T442, T446 Unit 2: T71, T76, T80, T86, T153, T168, T172, T178,
T255, T260, T264, T270, T342, T352, T356, T362, T437, T442, T446, T452 Unit 3: T230, T231E,
T322, T329 Unit 4: T69, T74, T78, T159, T164, T168, T224, T225B, T225C, T249, T254, T258,
T339, T344, T348, T429, T434, T438 Unit 5: T249, T254, T344, T429, T434, T438 Unit 6: T69,
T444–T445
DECODABLE READERS: Unit 4, Week 5: The Caring King’s Fair Wish; Unit 6, Week 2:
Tadpole Decides; Unit 6, Week 5: How Bird Was Lured Away from Fire
CCSS24
GRADE 2
Unit 1 • F riends and Family
Unit 2 • Animal Discoveries
Unit 3 • Live and Learn
Unit 4 • Our Life/Our World
Unit 5 • Let’s Make
CCSS Reading/Language Arts Program
a Difference
Unit 6 • How on Earth?
McGraw-Hill
Reading
McGraw-Hill
Reading
nguage Art
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ad ro
/Language Ar
Re
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adi ts P
CCSS
Re r
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CCS
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Reading/Writing
Workshop
/readingwonders
www.mheonline.com
www.mheonline.com
/readingwonders
978-0-02-118792-8
MHID: 0-02-118792
-4
99701
2
EAN
9 7800 21 1879
28
2
Literature Antholog
y
www.mheonline.com/readingwonders
978-0-02-118786-7
MHID: 0-02-118786-X
99701
EAN
9 780021 187867
2v1

MHE RDG Wonders Teachers Edition Grade2 Unit1

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Grade 2

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Printed in the United States of America.

Common Core State Standards© Copyright 2010. National

Dr. Douglas Fisher Dr. Scott G. Paris

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Dr. Jana Echevarria Dr. Douglas Fisher Dr. David J. Francis

Dr. Vicki Gibson Dr. Jan Hasbrouck Margaret Kilgo

Kathy R. Bumgardner Jay McTighe Dr. Doris Walker-Dalhouse Dinah Zike

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and Social Studies We depend on our friends to teach

018-019_CR14_SI2_U1W1_WO_118866.indd 18 12/19/11 018-019_CR14_SI2_U1W1_WO_118866.indd

TEACHING WITH READING WONDERS vii

001_004_CR14_NA_IRA_2_U1W1_187770.indd Front1 2/7/12 1:58 PM

Reading/Writing Literature Interactive Teacher Editions

Your Turn Practice Book High-Frequency

Assessing the Common Core State Standards

Nn Pat and Tim Unit Benchmark

State Standards State Standards

Sound- Decodable Photo Response Board Weekly U i

Plan Assess Professional My To Do List

Teach Collaborate Additional Online Resources Read

Week 1 Friends Help Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T1

Week 2 Families Around the World . . . . . . . . . . . . . . . . . . . . . . . . . T92

Week 3 Pets Are Our Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T184

Week 4 Animals Need Our Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . T276

Week 5 Families Working Together . . . . . . . . . . . . . . . . . . . . . . . . T368

Week 6 Review and Assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T458

Fiction, Informational Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T492–497

FRIENDS AND FAMILY ix

Week 1 Week 2 Week 3

ESSENTIAL QUESTION ESSENTIAL QUESTION ESSENTIAL QUESTION

Writing Writing Writing

Writinsgs Genre Writing: Narrative Friendly Letter T480–T485

Writing Writing Writing

Writinsgs Genre Writing: Narrative Personal Narrative T486–T491

Baseball is no fun at all

READING/WRITING WORKSHOP, pp. 16–17

COLLABORATE WRITER’S WORKSPACE

Use this time to model key instructional

During Start Smart, use the Placement

• Character, Setting, Events

• Make Text Connections me

nline Start Sma

Close Reading of Informational Text summer fes

“After sch ’s festival r, she has s,

We knew s. He woul , he woul ry,” Aunt

• Make Text Connections

Collaborative Conversations Review the Concept

DAY 3 DAY 4 DAY 5

Review the Concept Review the Concept Collaborative Conversations

Start Smart 6–8 Start Smart 9–10 Start Smart 11

Meet the Meet the

do you think do you think

Online PDF Online PDF

out and plays, I encourage out and plays, I encourage

story,” Aunt story,” Aunt

charact he would take charact he would take

or an explore lity of or an explore lity of

Marcos. The a performance in that Marcos. The a performance in that

for Marcos play earned for Marcos play earned