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Golden Rule Schools, Inc.

2nd grade ELAR LESSON PLANS Week 1
Question of the Week: What can we learn by exploring different communities? Content Objectives: Language Objectives: (Aligned with the TEKS) (Aligned with ELPS)
The students will:  Use prior knowledge and experiences to understand meanings in English;  Learn structures, expressions, and basic academic The students will: vocabulary heard during classroom instruction and  Spell words with short vowels; interactions;  Read high frequency words;  Write using newly acquired basic vocabulary and  Describe main characters in realistic fiction; content-based grade level vocabulary.  Identify and use complete sentences; and  Understand the general meaning, main points, and  Understand that a sentence begins with a important details of spoken language ranging from capital letter and often ends with a period. situations in which topics, language, and contexts are familiar to unfamiliar; and  Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs. TEKS: 2.9.B, 2.6.B, 2.9.A, 2.17, 2.3A, 2.18, 2.2G, 2.19, 2.1A, 2.20, 2.2A
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Academic Vocabulary: character, setting, realistic fiction, sentences, monitor, clarify Spelling Vocabulary: rock, list, desk, job, sad, chop, sack, tag, rib, mess, dust, drum High – Frequency Words: beautiful, country, friend, front, someone, somewhere Story Vocabulary: cousins, promise, parents,      

Visuals, Materials, and Texts:
Reading Street SE Reader’s and Writer’s Notebook Decodable Practice Reader 1A Language Arts SE Let’s Practice It! TR DVD 5 Graphic Organizer 10

Activating Prior Knowledge (Before Reading)  “Think, Pair, Share”  Predictions  Cluster  Brainstorming  KWL/KWHL Charts  “Picture Walk”  Eliciting students’ knowledge from previous lesson, life experiences, and etc.

Technology:  Main Selection eText, via  Projector  Elmo Differentiated Instruction:  Provide multiple examples;  Highlight critical features;  Provide multiple media and formats;  Support background context;  Provide ongoing relevant feedback;  Offer choices of content and tools; and  Offer adjustable levels and of challenge.  DI 1-21, Teacher’s Edition

Checking for Understanding

 Identify parts of a text that are and aren’t understood. p. Tell children that they must listen carefully and following Simon Says only when the direction is in a complete sentence. Comprehension Strategies (After Reading):  Draw conclusions  Monitor and Clarify  Sequence events orally or in writing  Inferences  Confirm/Adjust Predictions  Draw. Distribute the strips to children. p. p. p. 5  Reader’s and Writer’s Notebook. p. 2-3  Students will write the Spelling vocabulary words. pp. Thursday  Reader’s and Writer’s Notebook. p. clarify pronunciation. talk.  Simon Says a Sentence Let children use verbal and nonverbal communication to give directions while playing Simon Says. revisit favorite parts.  Reread to improve recall. Teacher will segment the words.  Make support predictions with text. see the “Differentiated Activities” for Practice Stations Guided and Independent Practice Guided Practice: Monday  Language Arts SE. one strip per child. Independent Practice: Monday  Grammar Transparency 1 (TR DVD)  Students will write a sentence using each of the Spelling vocabulary words. 7  Write a personal narrative about a new place that you have visited. and understand confusing parts. Anticipation/Reaction Guide Building Vocabulary and Concept Knowledge:  Context clues  Frayer Model for introduced and unfamiliar vocabulary. 6 Wednesday  Identify the plot of selected text.  Role playing/use of gestures  Pictures/ Quick drawings on the board  Using the Spanish equivalent and then asking the students to say the word in English  Adding new words to the word wall Extended Activity:  Have students write sentences on sentence strips and then cut each strip into two. and write about text read  Anticipation/Reaction Guide  For specific ideas. 12 Weekly Assessment from the Blackline Masters for Monitoring Progress Language Arts.  Reader’s and Writer’s Notebook.  Let’s Practice It! TR DVD 4 Thursday  Write a personal narrative about a friend. Friday      Student Interaction (During Reading): The student will:  Use prior knowledge to confirm and adjust while reading. jigsaw puzzle style.  Raise questions while reading.  Graphic Organizer 10 – A New Neighborhood Tuesday  Create a sentence with each of the high frequency words  Alphabetize Spelling Vocabulary words  Let’s Practice It! TR DVD 9  Comprehension Check Questions Wednesday  Display sentences and have students work in pairs to discuss what is wrong the sentences. p. 1-3 Tuesday  Reader’s and Writer’s Notebook. 11 Friday  Wrap up discussion of the question of the week  Review introduced skills Running Record Spelling Test Reader’s and Writer’s Notebook. 10  Reader’s and Writer’s Notebook. Let the children walk around the room to find a child with a puzzle piece that matched theirs and makes a complete sentence.  Reader’s and Writer’s Notebook.58 . pp. and give the meanings of the words.