Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Suggested Duration: Days 1-9 Investigating Informational Text Lesson Organizer Lesson Synopsis Students explore reading and writing with a variety of informational text including procedural and expository text. Students ask and answer questions and use text features to gather information. Students continue using the writing process to write letters and short compositions on topics of interest. Students decode and spell more complex vowel pairs and vowel digraphs and continue to practice new sight words. Performance Indicators Choose a topic of interest. Follow written directions to fold a sheet of paper into six sections to use as a graphic organizer. Generate six questions about your topic using at least 4 of the following question words: Who, What, When, Where, Why, and How. Write one question in each section. Read an expository text on your topic. Use text features and evidence from the text to write answers to your questions. ( 2.Fig19B, 2.Fig19C; 2.3B, 2.3C; 2.14B, 2.14D; 2.15A, 2.15B; 2.21C; 2.25B, 2.25C; 2.28B) 1D, 1E, 1F; 4C, 4D, 4E, 4F, 4G, 4I, 4J; 5B, 5F, 5G Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and 4D, media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C) 4E, 4F, 4G, 4J; 5C, 5G Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use the notebook entries to support writing. (2.5A, 2.5B, 2.5C; 2.5D; 2.23Biv, 2.23C, 2.23E, 2.23F) 1A, 1C, 1E, 1F, 1H; 5B, 5F, 5G Use appropriate conventions and the writing process to write a letter to a family member describing something that happened at school. Put ideas in a logical sequence and use at least one contraction. Read your letter aloud to a partner. (2.2E; 2.17A; 2.17B; 3H; 4A, 4B; 2.17C; 2.17D; 2.17E; 2.19B; 2.21Aiii; 2.21Aiv; 2.21Avi; 2.22Bi; 2.22Bii; 2.22Biii; 2.22Ci; 2.22Cii; 2.23A; 2.23E) 5B, 5C, 5D, 5E, 5F, 5G Key Understandings TEKS Comprehension skills and processes support the understanding of expository text. Text features contribute to the main idea and details in informational text. Knowledge of a topic is demonstrated in a variety of forms. Readers make connections in order to understand. Knowledge of word meaning enhances oral and written language. Awareness of word patterns supports the development of word reading, fluency, and spelling. Authors utilize the conventions of letter writing to communicate clearly and effectively. 2.2 2.2A Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: 2.2Aiv Vowel digraphs (e.g., ie, ue, ew) and diphthongs; (e.g., oi, ou). 2.2B Use common syllabication patterns to decode words including: 2.2Bvi ©2011, TESCCC Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: Vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape); 11/29/11 Page 1 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 2.2E Identify and read abbreviations (e.g., Mr., Ave.). 2.2G Identify and read at least 300 high-frequency words from a commonly used list. 2.3 2.3A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; 2.3B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and 2.3C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 2.Fig19 Reading/ Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 2.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions). 2.Fig19D Make inferences about text using textual evidence to support understanding. 2.13 2.13A 2.14 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: Identify the topic and explain the author’s purpose in writing the text. Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 2.14B Locate the facts that are clearly stated in a text. 2.14D Use text features (e.g., table of contents, index, headings) to locate specific information in text. 2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 2.15A Follow written multi-step directions. 2.15B Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). 2.17 Writing /Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to. 2.17C Revise drafts by adding or deleting words, phrases, or sentences. 2.17D Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric. 2.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 2.19A Write brief compositions about topics of interest to the student. 2.19B Write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing). 2.19C Write brief comments on literary or informational texts. 2.21 ©2011, TESCCC Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply 11/29/11 Page 2 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 earlier standards with greater complexity. Students are expected to: 2.21A 2.21Aiii Adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); 2.21Aiv Adverbs (e.g., time: before, next; manner: carefully, beautifully); 2.21Avi Pronouns (e.g., he, him); and 2.21C 2.22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: Use capitalization for: 2.22Bi Proper nouns; 2.22Bii Months and days of the week; and 2.22Biii The salutation and closing of a letter. 2.22C Recognize and use punctuation marks, including: 2.22Ci Ending punctuation in sentences; 2.22Cii Apostrophes and contractions. Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 2.23A Use phonological knowledge to match sounds to letters to construct unknown words. 2.23B Spell words with common orthographic patterns and rules: 2.23Biv Vowel diagraphs (e.g., oo-book, fool, ee-feet), dipthongs (e.g., ou-out , ow-cow, oi-coil, oy-toy). 2.23C Spell high-frequency words from a commonly used list. 2.23E Spell simple contractions (e.g., isn’t, aren’t, can’t). 2.25 ©2011, TESCCC Distinguish among declarative and interrogative sentences. 2.22B 2.23 Ongoing TEKS Understand and use the following parts of speech in the context of reading, writing, and speaking: Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: 2.25A Gather evidence from available sources (natural and personal) as well as from interviews with local experts; 2.25B Use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and 2.25C Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). 2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 2.2F Identify and read contractions (e.g., haven't, it's); 2.2C Decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant); 11/29/11 Page 3 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 2.4 2.4A 2.Fig19 Establish purposes for reading selected texts based upon desired outcome to enhance comprehension; Ask literal questions of text; 2.17 Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. Writing /Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to. 2.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); 2.17B Develop drafts by sequencing ideas through writing sentences; 2.17E Publish and share writing with others. 2.21 2.21A 2.21Avii 2.21B 2.22 2.22A 2.28 ©2011, TESCCC Reading/ Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 2.Fig19B 2.12A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 2.Fig19A 2.12 Materials Students read grade-level text with fluency and comprehension. Students are expected to: Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: Understand and use the following parts of speech in the context of reading, writing, and speaking: Time-order transition words. Use complete sentences with correct subject-verb agreement; and Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: Write legibly leaving appropriate margins for readability; Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 2.28A Listen attentively to speakers and ask relevant questions to clarify information; and 2.28B Follow, restate, and give oral instructions that involve a short related sequence of actions. Ball, small and soft (1) Card stock, white (16-20 sheets) Chart paper (if applicable) Construction paper, colored (2 sheets per students) Counter or large plastic chip (9 per student) Digital camera (optional) Dry erase board (1 per student) Dry erase eraser (1 per student) Dry erase marker (1 per student) 11/29/11 Page 4 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Grade-appropriate book that contains an example of a letter (1) Grade-appropriate expository text (class set) Grade-appropriate expository text for modeling (1) Grade-appropriate expository text on a concept taught in another content area (1) Grade-appropriate expository text that contains 3-5 paragraphs and text features (class set) Grade-appropriate expository text with examples of text features (1) Grade-appropriate expository text with examples of text features (class set) Grade-appropriate informational and/or fiction texts for student selection (1+ per student) Grade-appropriate procedural text (class set) Grade-appropriate procedural text to read aloud (1) Grade-appropriate reference works (e.g., encyclopedia, picture dictionary) Grade-appropriate texts for student selection (1+ per student) Note card (approx. 1100multiple packs) Paper, manila (2 sheets per student) Paper, plain or lined (6 per student) Reader’s Notebook (1 per student) Stationery (1 sheet per student) Sticky note (14 per student) Teacher Reader’s Notebook (1) Teacher Writer’s Notebook (1) Trash can, empty (1) Word Study Notebook (1 per student) Writer’s Notebook (1 per student) Attachments Handout: Reading Big Words (1 per student) Handout: Abbreviations Booklet Handout: Vowel Pair Bingo OU and OW (1 per student) Teacher Resource: Word Wall Routines Resources and References Resources for procedural text www.gameskidsplay.net http://www.pagat.com/ http://www.artistshelpingchildren.org/artforchildren.html http://www.kids-cooking-activities.com/index.html Resources to support letter writing Electronic Field Trip to the Post Office – 8 minute video produced by Kentucky Educational Television http://www.ket.org/ trips/postoffice/ Letter Generator http://www.readwritethink.org/files/resources/interactives/letter_generator/ Interactive Friendly Letter Creator http://www.abcya.com/friendly_letter_maker.htm ©2011, TESCCC 11/29/11 Page 5 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Resources for main idea http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf http://printables.scholastic.com/printables/detail/?id=35523 Resources for Word Study http://thesaurus.com http://www.synonym.com Possible/Optional Literature Selections Grade-appropriate texts that include examples of letters Yours Truly, Goldilocks by Alma Flor Ada Dear Peter Rabbit by Alma Flor Ada With Love, Little Red Hen by Alma Flora Ada Dear Annie by Judith Caseley Dear Mr. Blueberry by Simon James A Letter to Amy by Ezra Jack Keats Letters from Felix: A Little Rabbit on a World Tour by Annette Langen Felix Travels Back in Time by Annette Langen Dear Mrs. La Rue: Letters from Obedience School by Mark Teague Click, Clack, Moo: Cows That Type by Doreen Cronin Dear Calla Roo…Love, Savanna Blue by Sudie Rakusin Dear Willie Rudd by Libba Moore Gray Dear Bear by Joanna Harrison Grade-appropriate expository texts Books by Lois Ehlert, Gail Gibbons, and Seymour Simon District-adopted resources ©2011, TESCCC 11/29/11 Page 6 of 6 Second Grade English Language Arts and Reading Word Wall Routines New Words Routine Introduce 4-5 new words. Complete the suggested steps for each new word one at a time: 1. Show the word card and explain what the word means and point out any special features. 2. Say the word and have students echo. 3. Students chant the spelling of the word using a kinesthetic chant or cheer. 4. Students write the word. 5. Students check the spelling of the word as the teacher says the letters one at a time. 6. Place the word on the Word Wall under the correct beginning letter. 7. Choose a Word Wall Practice Activity to build, read, and/or write the new words. a. Possible resources for Word Wall Practice Activities: Phonics They Use by Patricia Cunningham Teaching Reading and Writing with Word Walls by Janiel Wagstaff Word Matters by Irene Fountas and Gay Su Pinnell Making Word Walls Work by Judy Lynch Internet Resources Review Words Routine Select any 3-5 words from the word wall that have been previously introduced. Complete the suggested steps for each word one at a time: 1. 2. 3. 4. 5. Point to the word card and read the word. Students echo the word. Students chant the spelling using a kinesthetic chant or cheer. Students write the word. Students check the spelling of the word as the teacher says the letters one at a time. 6. Choose a Word Wall Practice Activity to review words. See step 7 of the New Words Routine. ©2011, TESCCC 05/02/11 page 1 of 1 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Reading Big Words DIRECTIONS: Write one grapheme in each box. Underline vowel pairs. Put a dot under each box with a vowel or vowel pair. Look at the consonants between the vowels and divide the syllables. Draw a curved line under each syllable. Read each syllable, then read the whole word. ©2011, TESCCC 11/11/11 page 1 of 1 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 1 WORD STUDY TEKS 2.2Aiv, Bvi 2.23Biv Ongoing TEKS 2.2C SHARED READING TEKS 2.Fig19C, D 2.13A Ongoing TEKS 2.Fig19A 2.28A INDEPENDENT READING TEKS 2.13A Ongoing TEKS 2.Fig19A 2.12A TEKS 2.2E 2.19B 2.22Bi,ii,iii, Ci Ongoing TEKS 2.17A,B 2.21Avii, B 2.22A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Comprehension skills and processes support the understanding of expository text. How can patterns in words help us read and spell What strategies do you use to understand informational text? Vocabulary of Instruction Vowel pair Inference Topic Author’s purpose Topic Author’s purpose Materials Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Note card (20 per group of 3 students) Chart paper (if applicable) Grade-appropriate expository text for teacher modeling (1) Chart paper (if applicable) Collection of gradeappropriate texts for student selection (1+ per student) Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Note card (5) Chart paper (if applicable) Attachments and Resources Handout: Reading Big Words (1 per student) Teacher Resource: Word Wall Routines Advance 1. Prepare to display visuals as 1. Prepare to display visuals as 1. Prepare to display visuals as 1. Prepare to display visuals as ©2011, TESCCC 11/11/11 Readers make connections in order to understand. WRITING Why is it important to identify the topic and the author’s purpose? Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Letter Heading Salutation/greeting Abbreviation Body Closing Signature Page 1 of 6 Daily Lesson 1 Preparation Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 WORD STUDY appropriate. SHARED READING appropriate. INDEPENDENT READING appropriate. 2. Select 3-5 words from the Word Wall to review. 2. Select appropriate text based on the knowledge and skills statement listed below in the Background Information. 3. Prepare a list of 8-10 one and two-syllable words with -igh and 5-6 words with ie (pie). Possible –igh words include: bright, daylight, flight, highlight, highway, midnight, sightsee, spotlight, sunlight. Possible ie (pie) words include: lie, pie, tie, cried, tied. WRITING appropriate. 2. On chart paper, draw lines or boxes to represent each part of a friendly letter (heading, salutation/greeting, body, closing, and signature). 3. Write the words heading, salutation/greeting, body, closing, and signature on note cards. 4. Make one two-sided (duplicated on both sides) copy of the Handout: Reading Big Words for each student. Background Information Teacher Notes Vowel digraph or vowel pair: two vowels that together represent one phoneme or sound (e.g., ea, ai, oa) Topic: what the author is writing about, the subject Unit 04 continues the study of vowel pairs including vowel digraphs and introduces vowel diphthongs. The standard for this lesson refers to informational text in cultural, historical, and contemporary contexts. Inference: connecting pieces of information to make a logical guess The knowledge and skill statement for this standard states: Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Daily Lessons 1-6 introduce students to writing short letters. The focus is on writing ideas in a chronological or logical sequence and using conventions of letter writing. Many conventions will be reviewed or taught in the context of letter writing, including: ©2011, TESCCC 11/11/11 Page 2 of 6 Daily Lesson 1 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING abbreviations, adjectives, adverbs, pronouns, time-order transition words, capitalization of months and proper nouns, and proper punctuation of sentences and contractions. ©2011, TESCCC 11/11/11 Page 3 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 Instructional Routines Daily Lesson 1 Duration and Objective Mini Lesson WORD STUDY INDEPENDENT READING WRITING Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students decode and spell words with –igh and -ie (pie). Content Objective: Students identify the topic, explain the author’s purpose, and make inferences related to informational text. Content Objective: Students identify the topic and explain the author’s purpose. Content Objective: Students write a short friendly letter using appropriate conventions. 1. Review 3-5 words from the Word Wall using the Teacher Resource: Word Wall Routines. 1. Display the cover of the selected book. Ask: What do you think this book will be about? Discuss responses. 1. Review that authors write text for different purposes including to tell about a topic, explain something, or to describe how to do something. 1. Display note cards and prepared chart paper. Explain to students that friendly letters have a specific format. 2. Write the words “light” and “pie” on the board. Ask: Which letters make the long i sound in these words? Call on a student to underline the letters. Explain that the long i sound can be spelled several different ways. 2. Explain that during this unit students will be reading informational text that tells about a topic, explains something, or describes how to do something. 3. Distribute dry erase boards, markers, and erasers to students. Using the words from the prepared list, name one word at a time. Instruct students to write the words and underline the vowel pattern. Choral Read and spell each word. 4. Distribute the Handout: Reading Big Words. Explain to students that when reading multisyllabic words it is helpful to break the words into syllables. ©2011, TESCCC SHARED READING 3. Read aloud the first section of the text. Ask: What is the topic, or subject, of this book? Discuss responses. Ask: Why did the author write this book? Discuss responses. 4. Review that when a reader uses what they know along with the clues from the text it is called making an inference. Ask: Can we make any inferences based on what we’ve read so far? Discuss responses and ask students to support their answer using text evidence. 11/11/11 2. Instruct students to think about why the author wrote the book and what the topic of the book is while they are reading. 2. Teach students the following friendly letter format hand signals, pointing out each part on the prepared chart paper: Heading/date (touch your head) Salutation/greeting (touch your mouth) Body (touch your heart – the heart of the letter) Closing (touch your knee) Signature (touch your toes) 3. With student assistance, attach the labeled note cards to the corresponding sections on the chart paper. 4. Think Aloud about a recent personal experience that can be retold in a chronological sequence. Model writing a simple friendly letter in the Teacher Writer’s Notebook. Demonstrate the following: the Page 4 of 6 Daily Lesson 1 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 WORD STUDY SHARED READING INDEPENDENT READING 5. Follow the directions on the Handout: Reading Big Words and practice together. WRITING abbreviation Mr. or Mrs., capitalizing proper nouns, months and days of the week, the salutation and closing of the letter. Involve students in adding appropriate end punctuation to sentences. 5. Inform students that they will write a friendly letter to someone describing something they did over the weekend. Learning Applications 1. Divide students into groups of 3. Distribute 20 note cards to each group. Instruct students to write words with –igh or ie (pie) on the cards, and then underline the –igh or ie (pie) in each word. 2. Students will play a game of Tic-Tac-Toe to practice reading words with the long i sound. 1. Continue reading sections of the text aloud. Periodically pause to ask: What inferences can you make based on this section of text? Discuss responses and ask students to support their answer using text evidence. Think Aloud and model if needed. 1. Students read self-selected text and monitor comprehension while reading. 1. With a partner, students brainstorm who they will write to and the details of what they did over the weekend. 2. Students list ideas in chronological sequence using time-order transition words. 3. Monitor and provide assistance as necessary. 3. Explain and model the following directions: For each round there will be a starter, an X student and an O student. The starter draws a TicTac-Toe grid on the white board. The starter shows student X a word. If the word is read correctly, student X marks an X on the board. ©2011, TESCCC 11/11/11 Page 5 of 6 Daily Lesson 1 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 1 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING Repeat with student O. Play continues until one player makes a Tic-TacToe or until the board is full. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Ask: How can the long i sound be spelled? Discuss responses including i (open syllable), i-consonant-e, -igh, and -ie (pie). 1. Review the topic, author’s purpose, and inferences made during reading. 11/11/11 1. In pairs, students share the topic of their book and explain the author’s purpose. 1. In pairs, students share their ideas in chronological order. Page 6 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 2 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 2 WORD STUDY TEKS 2.2Aiv, Bvi, G 2.23Biv, C Key Understandings and Guiding Questions Ongoing TEKS 2.2C TEKS 2.Fig19C, D 2.13A Ongoing TEKS 2.Fig19A 2.4A Awareness of word patterns supports the development of word reading, fluency, and spelling. Comprehension skills and processes support the understanding of expository text. How can patterns in words help you read and write words? What strategies do you use to Vocabulary of Instruction Materials White card stock (4-6 sheets) or large note card (4-6) Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Paper (1 per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 1. Prepare to display visuals as appropriate. ©2011, TESCCC SHARED READING INDEPENDENT READING TEKS 2.Fig19C,D Ongoing TEKS 2.Fig19A 2.12A Readers make connections in order to understand. How does making connections to text help you as a reader? understand informational text? WRITING TEKS 2.2E 2.19B 2.21Aiii,iv,vi 2.22Bi,ii,iii, Ci Ongoing TEKS 2.17A,B 2.21Avii,B Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Inference Topic Author’s purpose Inference Grade-appropriate expository text (class set) Paper, plain (1 per student) Chart paper (if applicable) Collection of gradeappropriate texts for student selection (1+ per student) Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 11/11/11 Letter Heading Salutation/greeting Body Closing Signature Page 1 of 5 Daily Lesson 2 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 2 of 20 WORD STUDY SHARED READING 2. Refer to Teacher Resource: Word Wall Routines. Select 10-12 new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock or note cards to be displayed on the Word Wall. Select high-frequency word and words that reflect the patterns taught in previous Daily Lessons. INDEPENDENT READING WRITING 2. Create a chart that will serve as a template for a friendly letter or locate a template to post for students in Daily Lessons 2-6. The template should provide examples of the format and related conventions. 3. Access the list of selected words with –igh and ie (pie) from Daily Lesson 1. Background Information Topic: what the author is writing about, the subject Inference: connecting pieces of information to make a logical guess Teacher Notes ©2011, TESCCC 11/11/11 Page 2 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 2 of 20 Instructional Routines Daily Lesson 2 Duration and Objective Mini Lesson WORD STUDY SHARED READING INDEPENDENT READING WRITING Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students decode and spell words with igh and -ie (pie). Students decode and spell highfrequency words. Content Objective: Students identify the topic, explain the author’s purpose, and make inferences related to informational text. Content Objective: Students use textual evidence to make inferences. Content Objective: Students write short letters with ideas in logical sequence and appropriate conventions. 1. Introduce new words to the Word Wall using Teacher Resource: Word Wall Routines. 1. Review the meaning of topic, author’s purpose, and inference. 1. Review that an inference is a connection between something in the text and something that is already known by the reader. 1. Display the prepared friendly letter template and quickly review the parts of a friendly letter using the hand signals: Heading/date (touch your head) Salutation/greeting (touch your mouth) Body (touch your heart – the heart of the letter) Closing (touch your knee) Signature (touch your toes) 2. Review that the long i sound can be spelled several different ways including –igh and -ie (pie). 3. Write the word “light” on the board. Underline “igh”. Explain that when you read the word “light”, you only say three sounds: /l/ /igh/ t/. Instruct students to repeat then blend the word. Repeat with the word “lie” and underline “ie”. 4. Use the dry erase boards to continue reading and writing words with –igh and -ie (pie) from the prepared list. 2. Display the selected text. Ask: What do you think this book will be about? Discuss responses. 3. Read the first section of the text aloud. Ask: What is the topic, or subject, of this book? Discuss responses. Ask: Why did the author write this book? Discuss responses. Ask: What is our purpose for reading this book? Discuss responses. 4. Review that readers make inferences when they use what they know and information from the text to understand the author’s message. Ask: Can you make any inferences based on what we’ve read so far? Discuss responses and ask students to support answers with textual evidence. 2. Instruct students to make inferences while reading. 2. Review that adjectives describe nouns and pronouns. Review that adverbs show when an action is done (yesterday) or describe how the action is done (carefully, beautifully). Share that both types of words make writing interesting for the reader to read. 3. Display the teacher writing from Daily Lesson 1. Think Aloud and model revising the letter by adding a few adjectives and adverbs. 4. Reread the letter. Review the ©2011, TESCCC 11/11/11 Page 3 of 5 Daily Lesson 2 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 2 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING conventions of the letter (e.g., use of abbreviation Mr. or Mrs., capitalization of proper nouns, months, the salutation and closing). 5. Review that pronouns are words used in place of nouns. Point out any pronouns in the letter and explain that writers use pronouns to make their writing flow. Share that it would sound strange to repeat the same noun word over and over again. Provide examples as appropriate. 6. Instruct students to add adjectives and adverbs while writing their friendly letter drafts. Learning Applications 1. Students will hunt for words with –igh and for sight words. Students can use words around the room, a word wall, reading books, etc. 2. Distribute a sheet of paper to each student. Students divide the paper in half and write “-igh” on the left side and “sight words” on the right side. 3. In pairs, students hunt for words and record them on the paper. ©2011, TESCCC 1. Students finish reading the book either independently or in pairs. 2. When finished, instruct students to divide a piece of blank paper into three sections and copy the following response stems: The topic of this book is __. The author wrote this book to ___. One inference I can make is ___. 1. Students read self-selected text and make inferences while reading. 1. In the Writer’s Notebook, each student drafts a friendly letter using a logical sequence to describe what they did over the weekend. Students refer to the posted template for support. 2. Monitor and provide assistance as necessary. Look for correct use of time order words, adjectives, adverbs, pronouns and conventions. 3. Students complete the stems. 11/11/11 Page 4 of 5 Daily Lesson 2 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 2 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Choose pairs of students to share one –igh word and one sight word they recorded. 1. Choose students to share one completed sentence stem with the class. 11/11/11 1. Choose students to share inferences and provide related textual evidence. 1. Conduct the Author’s Chair routine. Include time for feedback. Page 5 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 3 WORD STUDY TEKS 2.2Aiv, Bvi 2.23Biv Ongoing TEKS 2.2C SHARED READING TEKS 2.Fig19C 2.3C 2.15A, B Ongoing TEKS 2.Fig19A 2.4A 2.28A,B INDEPENDENT READING TEKS 2.Fig19C 2.3C Ongoing TEKS 2.Fig19A 2.12A 2.28B TEKS 2.2E 2.13A 2.19B 2.21Aiii,iv,vi 2.22Bi,ii,iii, Ci Ongoing TEKS 2.17A,B 2.28A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Comprehension skills and processes support the understanding of expository text. How can patterns in words help you read and write words? How is it useful to follow written directions? Vocabulary of Instruction Vowel pair Directions Establish purpose Establish purpose Materials Word Study Notebook (1 per student) Manila paper (1 sheet per student) Chart paper (if applicable) Grade-appropriate procedural text (class set) Digital camera (optional) Chart paper (if applicable) Grade-appropriate procedural text from Shared Reading (class set) Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Grade-appropriate book that contains an example of a letter (1) Stationery (1 sheet per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines ©2011, TESCCC 11/11/11 Readers make connections in order to understand. WRITING How is it useful to follow written directions? Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Letter Heading Salutation/greeting Body Closing Signature Page 1 of 6 Daily Lesson 3 Advance Preparation Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 WORD STUDY SHARED READING 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Prepare a Word Study Notebook for each student. 2. Select two grade-appropriate procedural texts that relate to topics of interest (for example: directions for playground or card games). Refer to the Lesson Organizer for possible online resources for procedural text. 3. Select 3-5 words from the Word Wall to review. 4. Make a list of one and two syllable words with vowel pairs that make long vowel sounds (including ai, ay, ee, ea, igh, ie, oa, ow, ue, ew) for students to cut and sort. INDEPENDENT READING 1. Prepare to display visuals as appropriate. WRITING 1. Prepare to display visuals as appropriate. 2. Select a book to read aloud that has an example of a letter. Refer to the Lesson Organizer for possible resources. 5. Duplicate the teacher-created list above (1 per student). Background Information This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use the notebook entries to support writing.” Procedural text: a type of informational text that is written with the intent to explain the steps in a procedure, as in a recipe Teacher Notes Beginning in this Daily Lesson, students will occasionally use a Word Study Notebook to record spelling patterns learned and use of strategies to determine word meanings. Consider making a separate section in the notebook for spelling and vocabulary. Some procedural texts have graphic features or pictures to help with understanding the text. Be sure to select at least one text with graphic features for either Daily Lesson 3 or 4 in order to address 2.15B. ©2011, TESCCC 11/11/11 Page 2 of 6 Daily Lesson 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING This lesson is a review of the vowel pairs taught in Unit 03 and the ones introduced in Daily Lesson 1, Unit 04. Both one and two syllable words should be used for practice. ©2011, TESCCC 11/11/11 Page 3 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 Instructional Routines Daily Lesson 3 Duration and Objective Mini Lesson WORD STUDY SHARED READING WRITING Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students decode and spell words with vowel pairs. Content Objective: Students follow written multi-step directions and use graphic features to assist with understanding the text. Students establish a purpose for reading. Content Objective: Students establish a purpose for reading. Content Objective: Students write short letters with ideas in logical sequence and using appropriate conventions. 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. 1. Display the selected procedural text. Ask: What do you notice about this text? Discuss responses including that it contains a set of directions. 1. Remind students that good readers set a purpose for reading and monitor their comprehension to make sure they understand what they read. Review that sometimes readers read to be entertained, to get information, or to follow directions. 1. Review the posted template and the parts of a friendly letter using the hand signals: Heading/date (touch your head) Salutation/greeting (touch your mouth) Body (touch your heart – the heart of the letter) Closing (touch your knee) Signature (touch your toes) 2. Display the vowel pairs. Review the sounds for each. 3. Draw a 5 column chart on the board and label the columns long a, long e, long i, long o, and long u. 4. Brainstorm 2-3 words for each pattern. Select students to write the words on the chart. 2. Explain that the text is an example of procedural text. Ask: When have you heard or used the word procedure? Discuss responses and share relevant examples. 3. Explain that procedural text provides directions for how to do something. Explain that often it is important to follow directions in the order they are given. Ask: What are some examples of procedural text used in daily life? Discuss responses. 4. Tell students that good readers set a purpose for reading and monitor their comprehension to make sure they understand what they ©2011, TESCCC INDEPENDENT READING 11/11/11 2. Ask: Why are we going to read this text? Discuss that the purpose is to understand and follow the directions. 2. Read aloud the selected book that includes a letter. Review the conventions of a friendly letter using the letter in the book. Ask: Why did the author include a letter in this book? Discuss responses. 3. Point out the use of adjectives, adverbs, and pronouns in the book and/or letter. 4. Explain to students that they will write a letter to the author describing what they liked Page 4 of 6 Daily Lesson 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 WORD STUDY SHARED READING INDEPENDENT READING read. Ask: Why are we going to read this text? Discuss that the purpose is to understand and follow the directions. WRITING about the book. 5. Brainstorm and record what they liked about the book. 6. Consider displaying and discussing the following letter to the author template for student reference: 5. Read aloud the selected text, pausing after each step so students can follow the directions by acting them out. Ask: Why is it important to follow the directions in order? Discuss responses. Month day, year Dear _________, 6. Discuss applicable graphic features that support understanding. You have written a ______ (adjective) book! We read it in class _______ (before/after) lunch today. One thing I really liked was __________. Another part I enjoyed was __________. My favorite part was ________. Sincerely, __________ Learning Applications ©2011, TESCCC 1. Distribute manila paper to students. Instruct students to fold the paper in half lengthwise and then into thirds. Unfold and trace the creases to make 6 boxes. 1. Distribute student copies of the selected procedural text to pairs of students. Remind students that the purpose for reading this book is to follow directions. 2. Students label the boxes as follows: Write Vowel Pairs in the top left box. Label remaining boxes long a, 2. Students take turns reading and acting out each step. 3. If a digital camera is available, take pictures of students 11/11/11 1. Students read procedural text and monitor comprehension while reading. 1. Distribute stationary and discuss expectations for letter writing. 2. Students refer to the posted template to write letters to the author. 3. Confer with as many students as possible provide targeted instruction related to letter Page 5 of 6 Daily Lesson 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 3 of 20 WORD STUDY SHARED READING long e, long i, long o, long u. INDEPENDENT READING WRITING following each step. Print the pictures and display them with the procedural text. writing and conventions. 3. Provide students the list of vowel pair words (see Advance Preparation). Instruct students to highlight or circle the vowel pair in each word. 4. Students cut apart the words, sort them into the correct box, and then glue. 5. In pairs, students read the sorted words. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Distribute Word Study Notebooks. Explain to students the purpose of the notebook and the expectations for their use. 1. Ask: Why is it important to read and follow directions carefully? Discuss responses. 1. Invite two students to explain each step orally in their own words. 1. Conduct the Author’s Chair routine, including time for feedback. 2. Students write examples of vowel pair words in the Word Study Notebook and underline the vowel pair. ©2011, TESCCC 11/11/11 Page 6 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 4 of 20 Investigating Informational Text Lesson Preparation WORD STUDY Daily Lesson 4 TEKS 2.23E Ongoing TEKS 2.2F SHARED READING TEKS 2.Fig19C 2.3C 2.15A,B Ongoing TEKS 2.4A 2.28A INDEPENDENT READING TEKS 2.Fig19D 2.3C 2.13A 2.19C Ongoing TEKS 2.12A TEKS 2.2E 2.19B 2.21Aiii,iv,vi 2.22Bi,ii,iii, Ci, ii Ongoing TEKS 2.17A,B Awareness of word patterns supports the development of word reading, fluency, and spelling. Comprehension skills and processes support the understanding of expository text. How can patterns in words help us read and write words? How is it useful to follow Vocabulary of Instruction Contraction Directions Establish purpose Purpose Topic Inference Materials Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Small soft ball (1) Empty trash can (1) Word Study Notebook (1 per student) Chart paper (if applicable) Grade-appropriate procedural text to read aloud (1) Grade-appropriate procedural text (class set) Chart paper (if applicable) Reader’s Notebook (1 per student) Teacher Reader’s Notebook (1) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Key Understandings and Guiding Questions ©2011, TESCCC Readers make connections in order to understand. WRITING How do you establish a purpose for reading? written directions? 11/11/11 Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Letter Heading Salutation/greeting Body Closing Signature Contraction Page 1 of 4 Daily Lesson 4 Advance Preparation Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 4 of 20 WORD STUDY Teacher Notes ©2011, TESCCC INDEPENDENT READING 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select 3-5 words from the Word Wall to review. 2. Select two grade-appropriate procedural texts that relate to topics of interest (for example: grade-appropriate crafts or recipes). 2. Select a text to use for modeling. Procedural text: a type of informational text that is written with the intent to explain the steps in a procedure, as in a recipe This Instructional Routine partially assesses Performance Indicator: “Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas.” 3. Make a list of at least ten contractions for use in the lesson. Possible contractions could include: it’s, haven’t, don’t, didn’t, can’t, wasn’t, I’ll, we’ll, you’ll, I’m. Background Information SHARED READING This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use the notebook entries to support writing.” In Unit 03 students practiced reading and spelling contractions. This lesson focuses on spelling and is the final lesson for contractions. If necessary, continue working with students in small groups who are still struggling with contractions. When understanding breaks down, students can use the following strategies including, but not limited to: Identify clues Use background knowledge Generate questions Re-read a portion aloud Ask for help WRITING 1. Prepare to display visuals as appropriate. Choose a procedural text that students can actually do, if possible. For example, making a craft or following a recipe that does not require cooking. 11/11/11 Page 2 of 4 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 4 of 20 Instructional Routines Daily Lesson 4 Duration and Objective Mini Lesson WORD STUDY INDEPENDENT READING WRITING Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students spell simple contractions. Content Objective: Students follow written multi-step directions and use graphic features to assist with understanding the text. Students monitor comprehension while reading. Content Objective: Students establish a purpose for reading. Content Objective: Students write short letters using a logical sequence, appropriate conventions, and contractions. 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. 1. Discuss strategies readers can use when understanding breaks down including identifying clues, using background knowledge, generating questions, rereading portions, and asking for help. 1. Review the purposes for reading including to be informed, to learn how to do something, or to be entertained. 1. Review the posted template and conventions used in letter writing. 2. Review that a contraction is made when two words are shortened into one word by substituting an apostrophe for a letter or letters. 3. Distribute dry erase boards, markers, and erasers. Name the expanded form of one of the contractions (for example: I am) and instruct students to write the related contraction on their dry erase board (I’m). 4. Select a student to write the contraction on the board for all to see. Chorally read the contraction. Instruct students to check their work. 5. Continue for remaining contractions. ©2011, TESCCC SHARED READING 2. Read aloud the selected procedural text, pausing after each step to allow students to follow the directions. Demonstrate using the strategies listed in step 1 while reading aloud. 3. When finished reading, Ask: Was it important to follow the directions in order? Why? Discuss responses. 4. If applicable, point out graphic features and discuss how they assist with understanding the text. 11/11/11 2. Write the following sentence stems in the Teacher Reader’s Notebook: My purpose for reading the book ___ is to ___. The topic is ___. One inference I made was ___. 3. Think Aloud while completing the first two stems. Explain that you will complete the third stem after reading. Review how to use clues from the text and background knowledge to make an inference. 4. Instruct students to write the stems in the Reader’s Notebooks. 2. Explain to students that today they will write a letter to a previous teacher describing something they remember doing in his/her class. Share that they must use at least one contraction. 3. Think Aloud and model writing a friendly letter to a previous teacher in the Teacher Writer’s Notebook. Model conventions and contractions. Point out proper use of apostrophes in contractions. 4. Read aloud the letter with students and involve students in identifying the following: adjectives, adverbs, timeorder transition words, pronouns, capitalization of proper nouns, and capitalization of months, Page 3 of 4 Daily Lesson 4 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 4 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING contractions, and end punctuation. Learning Applications 1. Students play a game of Spelling Basketball using a soft ball and an empty trash can. Model how to the play game. To play: Divide students into two teams. Call one player from each team to the board. For round 1, call out a contraction. Students write the word on the board. Each team gets a point if the word is spelled correctly. The player who wrote the word the fastest gets to shoot a basket for an extra point. For round 2, call out the expanded form. Students write the contraction. Each team gets a point if the word is spelled correctly. The player who wrote the word the fastest gets to shoot a basket for an extra point. Continue play as time allows. 1. Distribute student copies of the selected procedural text. 2. In pairs, students take turns reading and doing each step. 3. Students monitor comprehension and use the strategies modeled during the Mini Lesson. 1. Students read self-selected text and monitor comprehension while reading. 1. Students choose a favorite memory and describe it to a partner. 2. Instruct students to complete the sentence stems from the Mini Lesson in the Reader’s Notebook. 2. Students write rough drafts of letters in the Writer’s Notebooks. Remind students to include a description of the event and the conventions reviewed in the Mini Lesson. 3. Confer with as many students as possible. Look for evidence of correct usage of contractions and other conventions. 4. Next, pairs read the steps in a random order and discuss what would happen if the steps were not followed in the correct order. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Distribute Word Study Notebooks. Students write examples of contractions and their meaning. 1. Ask: What strategy did you use to help yourself when you didn’t understand what you were reading? Discuss responses. 11/11/11 1. Call on several students to share completed sentences. 1. Conduct the Author’s Chair routine, including time for feedback. Page 4 of 4 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 5 WORD STUDY TEKS 2.2Aiv, Bvi 2.23Biv Ongoing TEKS 2.2C SHARED READING TEKS 2.3B,C 2.14B,D 2.25B Ongoing TEKS 2.28A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Vocabulary of Instruction Vowel pair Materials Note card (2 per student) Dry erase board (1 per student) Dry erase marker (1 per student) Eraser (1 per student) Word Study Notebook (1 per student) Chart paper (if applicable) Grade-appropriate expository text with examples of text features (1) Grade-appropriate expository text with examples of text features (class set) Chart paper (if applicable) ©2011, TESCCC How can patterns in words help you read and write words? INDEPENDENT READING TEKS 2.3A,C Ongoing TEKS 2.12A Text features contribute to the main idea and details in informational text. Readers make connections in order to understand. How do text features help you understand text? and confirm predictions while reading? Locate Text feature Title Heading Subheading Illustration Bold Italics Chart Graphic 11/11/11 Why is it important to make WRITING TEKS 2.2E 2.19B 2.21Aiii,iv,vi 2.22Bi,ii,iii, Ci,ii 2.23A,E Ongoing TEKS 2.17A,B Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Prediction Collection of gradeappropriate expository and/or fictional texts for student selection (1+ per student) Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Chart paper (if applicable) Letter Heading Salutation/greeting Body Closing Signature Page 1 of 6 Daily Lesson 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 WORD STUDY SHARED READING Attachments and Resources Handout: Reading Big Words (1 per student) Teacher Resource: Word Wall Routines Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select 3-5 words from the Word Wall to review. 2. Select grade-appropriate short expository texts or articles that contain an example of the following: title, heading, subheading, illustration, bold text, italicized text, chart, graphic. 3. Prepare a list of 6-8 one and two-syllable words with oo (foot) and 6-8 words with oo (moon). Possible oo (moon) words include: boot, tooth, proof, broom, rooster, cartoon, balloon, and lagoon. Possible oo (foot) words include: hook, brook, shook, wood, booklet, cooktop, football, and bookmark. INDEPENDENT READING 1. Prepare to display visuals as appropriate. WRITING 1. Prepare to display visuals as appropriate. 3. Create an Anchor Chart: Text Features. Prepare to display and complete with students. 4. Duplicate (two-sided) the Handout: Reading Big Words for each student. 5. Write words with either oo (foot) or oo (moon) on note cards. Make one card per student. Background Information ©2011, TESCCC This Instructional Routine partially assesses Performance Indicator: “Use appropriate conventions and the writing process to write a letter to a family member describing something that happened at school. Put ideas in a logical This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use 11/11/11 Page 2 of 6 Daily Lesson 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING sequence and use at least one contraction. Read your letter aloud to a partner.” the notebook entries to support writing.” Teacher Notes ©2011, TESCCC 11/11/11 Page 3 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 Instructional Routines Daily Lesson 5 Duration and Objective Mini Lesson WORD STUDY INDEPENDENT READING WRITING Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students decode and spell words with oo (foot) and oo (moon). Content Objective: Students use text features to locate specific information in text. Content Objective: Students make and confirm predictions. Content Objective: Students write a short letter using appropriate conventions. 1. Review 3-5 words from the Word Wall using the Teacher Resource: Word Wall Routines. 1. Display the selected short text/article for teacher modeling. Conduct a Book Walk and Ask: What is the purpose for reading this text? What is the topic? Discuss responses. 1. Hold up a fictional text and a nonfiction text. Ask: Can you make a prediction about each book? Review that readers can make predictions about both fiction and expository text. 1. Review the parts of a friendly letter. Display one of the letters from the Teacher Writer’s Notebook as a model. Review letter conventions including capitalizing the salutation/greeting and closing. 2. Inform students that in expository text there are features that help the reader locate information in the text. 2. Students select books for Independent Reading. 2. Display the words moon and foot. Read each aloud, students echo. Ask: What do you notice about these words? Discuss responses, including they both have the letters oo. Ask: What is different about these words? Discuss responses; including that oo makes a different sound. ©2011, TESCCC SHARED READING 3. Distribute a note card to each student. Instruct students to draw a picture of a foot on one side and a moon on the other side. Explain that these pictures represent the two sounds that are made by the letters oo. 3. Point out the specific features (title, heading, bold print, chart, etc.) included in the displayed text. Explain the purpose of each and how it helps the reader locate information in the text. 4. Display Anchor Chart: Text Features and write or draw an example of each feature. Involve students as appropriate. 4. Read aloud words from the prepared list. Instruct students to hold up the side of the card that matches the sound in the word read aloud. 5. Read the text or article in its entirety and guide a discussion about the topic and facts. Discuss how the text features were useful. 11/11/11 3. Instruct students to look at the cover of their books and the first few pages. Ask: What do you predict will be in this book? Briefly discuss responses. 2. Point out the use of time order words to explain the sequence of the event. Review the use of adjectives, adverbs, pronouns, and contractions. 3. Explain to students that they will write a letter to a family member describing something that happened at school. 4. Brainstorm possible ideas together as a class. 5. Remind students that it is important to describe the event in logical order using time order words like first, next, then, and finally. Page 4 of 6 Daily Lesson 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1. Distribute copies of the selected short expository text for student practice. Students look at the text and locate text features. 1. Students read self-selected text and monitor comprehension while reading. 1. Students briefly brainstorm to generate ideas for writing. 5. Distribute dry erase boards, markers, and erasers to students. Using the words from your prepared list, call out one word at a time. Instruct students to write the words and underline the “oo”. As each word is practiced, review if the sound matches “foot” or “moon”. Practice reading and spelling the words together. 6. Distribute the Handout: Reading Big Words. Explain to students that when reading multisyllabic words it is helpful to break the words into syllables. 7. Follow the directions on the Handout: Reading Big Words and practice together. Learning Applications 1. Provide each student with a prepared card. Students walk around the room to find someone who has a card with the same sound (either foot or moon). 2. When students are in pairs, they use the dry erase boards to write a sentence using each word. ©2011, TESCCC 2. Students explain what they think the purpose of the text feature is and how it can help them as they read. 3. Students share their sentences with the class. 3. Add any new text features to the Anchor Chart: Text Features. 4. Mix the cards and play again. 4. Students read the text 11/11/11 2. In the Writer’s Notebooks, students write a friendly letter to a family member describing an event that happened at school. Page 5 of 6 Daily Lesson 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 5 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING independently or in partners. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Distribute Word Study Notebooks. Students write examples of words with oo (foot) and oo (moon). 1. Review the Anchor Chart together. 11/11/11 1. In pairs, students share their prediction and if it was confirmed in the text. 1. Conduct the Author’s Chair routine, including time for feedback. Page 6 of 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 6 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 6 WORD STUDY TEKS 2.2Aiv, Bvi, G 2.23Biv, C Ongoing TEKS 2.2C SHARED READING TEKS 2.Fig19C 2.3B,C 2.14B,D 2.25B Key Understandings and Guiding Questions Awareness of word patterns supports the development of word reading, fluency, and spelling. Vocabulary of Instruction Vowel pair High-frequency word Materials White card stock (4-6 sheets) or large note card (4-6) Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 1. Prepare to display visuals as appropriate. ©2011, TESCCC How can patterns in words help us read and write words? Ongoing TEKS 2.28A INDEPENDENT READING TEKS 2.Fig19C 2.3B 2.21C Ongoing TEKS 2.Fig19B 2.12A Text features contribute to the main idea and details in informational text. Readers make connections in order to understand. How do text features help you understand text? questions about the text? How can you ask and answer WRITING TEKS 2.2E 2.17C, D 2.19B 2.21Aiii,iv,vi 2.22Bi,ii,iii, Ci,ii 2.23A,E Ongoing TEKS 2.17E Authors utilize the conventions of letter writing to communicate clearly and effectively. How do you communicate ideas through letter writing? Question Fact Detail Letter Grade-appropriate expository text with text features (class set) Grade-appropriate reference works (e.g., encyclopedia, picture dictionary) Chart paper (if applicable) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Writer’s Notebook (1 per student) Teacher Writer’s Notebook (1) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. Text feature Table of contents Glossary Index 11/11/11 Page 1 of 4 Daily Lesson 6 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 6 of 20 WORD STUDY SHARED READING 2. Refer to Teacher Resource: Word Wall Routines. Select 10-12 new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock or note cards to be displayed on the Word Wall. Select high-frequency word and words that reflect the patterns taught in previous Daily Lessons. 2. Select a grade-appropriate book that contains an example of the following: table of contents, glossary, and index. INDEPENDENT READING WRITING 2. Create a teacher-developed editing rubric based on relevant conventions and skills taught thus far. 3. Prepare to use the list of selected words with oo (foot) and oo (moon) from Daily Lesson 5. This Instructional Routine completes Performance Indicator: “Use appropriate conventions and the writing process to write a letter to a family member describing something that happened at school. Put ideas in a logical sequence and use at least one contraction. Read your letter aloud to a partner.” Background Information Teacher Notes ©2011, TESCCC 11/11/11 Page 2 of 4 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 6 of 20 Instructional Routines Daily Lesson 6 Duration and Objective Mini Lesson WORD STUDY SHARED READING WRITING Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 30-35 min. Content Objective: Students decode and spell words with oo (foot) and oo (moon). Students decode and spell high-frequency words. Content Objective: Students use text features to locate specific information in text. Content Objective: Students ask questions and locate facts and details about text. Content Objective: Students revise, edit, and publish a short letter. 1. Introduce new words to the Word Wall using Teacher Resource: Word Wall Routines. 1. Remind students that expository text often includes text features that help the reader locate information. Display and review Anchor Chart: Text Features from Daily Lesson 5. 1. Review that good readers ask and answer questions about the text they are reading before, during, and after reading. 1. Think Aloud and model revising the letter in the Teacher Writer’s Notebook from Daily Lesson 4. Ensure that the event is described in logical sequence and that the friendly letter format is followed. Model adding or deleting words, phrases, and sentences as applicable. 2. Review that the letters oo make two different sounds. Write the word “football” on the board. Underline the oo. Ask: What sound does oo make in this word? Instruct students to say the sound, and then read the word. Repeat with the word racoon. 3. Use the dry erase boards to continue reading and writing words with oo (foot) and oo (moon) from the prepared list. 2. Display the selected text and show students the table of contents, index, and glossary one at a time. Explain the purpose of each and how it helps the reader locate information. 3. Add these text features to Anchor Chart: Text Features and write or draw an example of each. 4. Repeat steps 2 and 3 using a grade appropriate reference work (e.g., encyclopedia, picture dictionary). Explain the purpose of reference works and how people use them to find facts and information about topics. ©2011, TESCCC INDEPENDENT READING 11/11/11 2. Write the following words on the board: Who, What, When, Where. Explain that these are words that can be used to write questions about a text. When you use these words to write a question, the answer will be a specific fact or detail from the text. 3. If needed, model writing a question related to a text. 4. Tell students to look for a fact today that matches the question words who, what, when, or where. 2. Think Aloud while using a teacher developed rubric to edit the draft. 3. Explain to students that after they revise and edit their letters, they will publish them. Demonstrate using either the stationery or computer. Page 3 of 4 Daily Lesson 6 Learning Applications Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 6 of 20 WORD STUDY SHARED READING INDEPENDENT READING 1. Students will practice spelling words from the lesson by playing Sparkle. Model and then play. The directions are: Instruct students to stand in a large circle. The teacher calls out a word. Starting with the first student, each student spells one letter of the word in the correct order. After the last letter is spelled, the next student says “Sparkle” and is out and sits down. If a student says the wrong letter, then he/she is out and sits down. Play continues around the circle until only a few are left standing. 1. Distribute texts to students. Describe the following scenarios to students. Discuss where you could find the information and practice locating the information together. I wonder what this bold word means. I wonder what page ___ is about ___ (topic). I wonder what topics are included in Chapter ___. 1. Students read self-selected expository text and monitor comprehension while reading. WRITING 1. Students revise and edit their friendly letters from Daily Lesson 5. 2. Provide a teacher developed rubric to assist with editing. 3. Confer with as many students as possible. Check for a logical sequence and correct use of conventions including capitalization and contractions. 4. Allow time for students to publish the letter. This can happen outside of the writing block if needed. 2. Ask students if there are other text features included in the text. Students name the text feature and explain how it provides information to the reader. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Choral Read the sight words and the “oo” words. 1. Review the Anchor Chart together. 1. In small groups, students share their questions and answers. 1. Pair students to read their letters aloud to each other. 2. Evaluate each letter for logical sequence and correct conventions. ©2011, TESCCC 11/11/11 Page 4 of 4 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 7 of 20 Investigating Informational Text Lesson Preparation WORD STUDY Daily Lesson 7 TEKS Ongoing TEKS 2.2E SHARED READING TEKS 2.Fig19C 2.3B,C 2.14B,D 2.21C 2.25B Ongoing TEKS 2.Fig19B 2.28A TEKS 2.Fig19C 2.3B 2.14B,D 2.19C 2.21C 2.25C Ongoing TEKS 2.Fig19B 2.12A TEKS 2.19A 2.25A,C Ongoing TEKS 2.17A Knowledge of word meaning enhances oral and written language. Vocabulary of Instruction Abbreviation Fact Question Question Fact Detail Materials Colored construction paper (2 sheets per students) Chart paper (if applicable) Grade-appropriate expository text that is 3-5 paragraphs and contains text features (class set) Grade-appropriate reference works (e.g., encyclopedia, picture dictionary) Chart paper (if applicable) Collection of gradeappropriate expository texts for student selection Chart paper (if applicable) Plain or lined paper (3 per student) Grade-appropriate expository text on a concept taught in another content area (1) Sticky note (6 per student) Chart paper (if applicable) Attachments and Resources Handout: Abbreviations Booklet (1 per student) Teacher Resource: Word Wall Routines Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. ©2011, TESCCC How do text features help you get information about the topic, main idea, and details? 11/11/11 Readers make connections in order to understand. WRITING Key Understandings and Guiding Questions How does knowing abbreviations help you as a reader? Comprehension skills and processes support the understanding of expository text. INDEPENDENT READING How can you ask and answer questions about the text? Knowledge of a topic is demonstrated in a variety of forms. How can you gather ideas to write expository text? Taking notes Plan Draft Expository composition Page 1 of 5 Daily Lesson 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 7 of 20 WORD STUDY 2. Select 3-5 words from the Word Wall to review. SHARED READING 2. Select an expository text that is 3-5 paragraphs in length and contains text features. 3. Duplicate Handout: Abbreviations Booklet for each student. INDEPENDENT READING WRITING 2. Assemble a “draft book” for each student. Fold the lined or plain paper in half and staple. Make one for modeling also. 3. Select a grade-appropriate expository text related to a topic previously taught in social studies or science to be used in Daily Lessons 7-9. 4. Create a chart titled “Class Notes”. This chart will be used to record facts and details about the selected expository text. Background Information Abbreviation: a shortened form of a word used to save time, space, and energy when writing Teacher Notes The specificity includes Mr., Mrs., St., Ave., months, and days as examples. Daily Lessons 7 and 8 include the following suggested abbreviations: Titles (Mr., Mrs., Dr.) Locations (St., Ave., Dr., Rd.) Months of the year Days of the week Facts/Details: support the main idea by telling how, when, what, where, why, how much, and how many Daily Lessons 7-14 will focus on guided writing of brief expository compositions related to topics of interest using social studies and science concepts previously taught. Students will be writing drafts using draft books (3 pieces of stapled plain or lined paper). Students will take simple notes about familiar topics using sticky notes. Save the booklet made in this Daily Lesson for Daily Lesson 8. ©2011, TESCCC 11/11/11 Page 2 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 7 of 20 Instructional Routines Daily Lesson 7 Duration and Objective Mini Lesson WORD STUDY INDEPENDENT READING WRITING Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 25-30 min. Content Objective: Students identify and read abbreviations. Content Objective: Students identify the topic, main idea, and details of an expository text and use text features to locate information. Content Objective: Students ask relevant questions and locate facts clearly stated in text. Content Objective: Students take notes and plan for a brief expository composition using a draft book. 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. 1. Review Anchor Chart: Text Features from Daily Lessons 5-6. Remind students that there are other important parts of the text besides the paragraphs. 1. Write the following words on the board: Who, What, When, Where. Review that these are words that can be used to write questions about a text. When you use these words to write a question, the answer will be a specific fact or detail from the text. Review that text features can help readers locate information to answer questions. 1. Display selected expository text related to a previously taught social studies or science concept. Review that the text is an expository text and its purpose is to inform. Tell students that for the next several Daily Lessons they will be drafting brief expository compositions (informational writing pieces) about topics they have already studied. 2. Explain that other questions can be asked using “how” or “why”... 2. Explain that authors take notes to remember facts and details about topics they will write about. Ask: What is the topic of this text? Record the topic of the selected text on a sticky note and stick it on chart paper labeled Class Notes. 2. Write the following sentences on the board: Mister Smith lives at 125 Beach Street. Mr. Smith lives at 125 Beach St. 3. Ask: What is the same about these two sentences? Discuss responses, including when you read them you are saying the exact same words. Ask: What is different about these two sentences? Discuss responses, including that one contains abbreviations. 4. Explain that words that are shortened and end with a period are called abbreviations. Point out the abbreviations in the sample sentences. Review that abbreviations were used in ©2011, TESCCC SHARED READING 2. Distribute the selected expository text. Instruct students to look at the text and observe which text features are included. Ask: What is the purpose for reading this text? How do you know? Discuss responses. 3. Guide a discussion on the text features and lead students to understand how each text feature assists the reader in locating information. 4. Preview the book and generate questions students have about the topic. List the questions for all to see. 5. Choose one of the questions and model using text features 11/11/11 3. Instruct students to look for a fact today that matches the question words “how” or “why”. 3. Review the selected text with students by pointing out key illustrations, text features, and portions of the text. Pause throughout to ask: What interesting fact can be added to the class notes Page 3 of 5 Daily Lesson 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 7 of 20 WORD STUDY the letters written in Daily Lessons 1-6. 5. Explain that some of the most common abbreviations they will find when reading are titles for people, locations, months, and days of the week. SHARED READING INDEPENDENT READING to locate information that may answer it. Read aloud the located section and involve students in identifying facts that answer the question. Write the answer for all to see. WRITING chart? Encourage students to Think-Pair-Share using the stem: One interesting fact about _____ is _____. 4. Model recording each fact/detail on a sticky note, adding a simple drawing if appropriate. Place sticky notes on the Class Notes chart. Collect 4-6 facts. 6. Review the purposes of reference works (e.g., encyclopedia, picture dictionary). Remind students that reference works also contain facts and information about topics. Model using text features in a reference work to locate facts about the topic of the selected expository text. 5. Display the teacher example of the draft book and inform students that authors group like ideas together. Explain that these pages will help organize the class notes and plan for the draft. Point out that all of the pages might not be used. 6. Think Aloud and model placing the sticky notes on the pages of the draft book. Be sure to group like ideas on the same page. Involve students when appropriate. 7. Explain that the sticky notes will be a reminder of what to write on each page. Learning Applications ©2011, TESCCC 1. Distribute 2 sheets of construction paper to each student and the Handout: Abbreviations Booklet. Students staple these together on the edge to make a booklet. Label the booklet 1. Distribute expository texts and reference works to students. If reference works are limited, provide one per small group of students so they can take turns using it. 11/11/11 1. Students read self-selected expository text and monitor comprehension while reading. 2. Students record the topic and facts that answer “how” or “why” in the Reader’s 1. Distribute draft books and 6 sticky notes to each student. 2. Students use the Class Notes chart and their own ideas to take notes about the class topic on sticky notes and Page 4 of 5 Daily Lesson 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 7 of 20 WORD STUDY SHARED READING “Abbreviations”. 2. Read aloud another question from the list. Guide students in using text features to locate places in the text that may contain facts that can answer the question. Instruct students to read the section. Lead a discussion to determine if the question can be answered. If so, write an answer for all to see. 2. Students hunt for abbreviations in texts. Students select a reading textbook or a book from Independent Reading. Set a timer for 2-3 minutes and students hunt for one or two abbreviations. 3. When time is up, invite several students to share. INDEPENDENT READING WRITING Notebooks. Remind students to restate the main idea in ten words or less. organize them in the draft books. 3. Confer with as many students as possible, providing guidance and assistance. 3. As time allows, repeat for the other questions. 4. Complete the pages of the booklet together as a class, in small groups, or individually. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Ask: What is an abbreviation? Discuss responses. 1. Lead the class in brainstorming topics that students are interested in reading about. Explain that in Daily Lesson 9, they will each read a book on a topic of interest to complete a Performance Indicator. List topics and have class vote on the top 3. Gather available expository texts and gradeappropriate reference materials for students to use in Daily Lesson 9. 11/11/11 1. In small groups, students share their questions and answers. 1. Students share their draft books with a partner and make revisions if desired. Page 5 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Draw a picture in the box to help you remember these titles. Mr. Mrs. Dr. Write the word that stands for these location abbreviations. ©2011, TESCCC St. Ave. Dr. Rd. 11/11/11 page 1 of 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Write the abbreviation for each month. ©2011, TESCCC January July February August March September April October May November June December 11/11/11 page 2 of 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Write the abbreviation for each day of the week. Sunday Monday Tuesday Wednesday Thursday Friday Saturday ©2011, TESCCC 11/11/11 page 3 of 3 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 8 of 20 Investigating Informational Text Lesson Preparation WORD STUDY Daily Lesson 8 TEKS Ongoing TEKS 2.2E Key Understandings and Guiding Questions Knowledge of word meaning enhances oral and written language. How does knowing abbreviations help you as a reader? SHARED READING TEKS 2.Fig19C 2.3B,C 2.14B,D 2.15A,B 2.21C 2.25B,C Ongoing TEKS 2.Fig19B 2.28B Comprehension skills and processes support the understanding of expository text. How do facts stated in a text INDEPENDENT READING TEKS 2.Fig19D 2.3A,B 2.21C Ongoing TEKS 2.Fig19B 2.12A Readers make connections in order to understand. How do you make predictions and answer questions? WRITING TEKS 2.19A 2.25A,C Ongoing TEKS 2.17B Knowledge of a topic is demonstrated in a variety of forms. How do you draft ideas for expository text? help you understand the author’s message? Text features contribute to the main idea and details in informational text. How do text features help you get information? Vocabulary of Instruction Abbreviation Fact Question Text feature Prediction Question Materials Note card (40 per group of 45 students) Chart paper (if applicable) Grade-appropriate expository text for modeling (1) Grade-appropriate expository text (class set) Chart paper (if applicable) Reader’s Notebook (1 per student) Teacher Reader’s Notebook (1) Grade-appropriate expository text for modeling (1) Collection of gradeappropriate texts for student Chart paper (if applicable) ©2011, TESCCC 11/11/11 Taking notes Plan Draft Expository composition Page 1 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 8 of 20 WORD STUDY Daily Lesson 8 SHARED READING INDEPENDENT READING WRITING selection Chart paper (if applicable) Attachments and Resources Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select 3-5 words from the Word Wall to review. 2. Select grade-appropriate expository text that contains 35 paragraphs with a clear topic and text features. 2. Select a text to use for modeling. 2. Prepare to use the draft books from Daily Lesson 7. Teacher Resource: Word Wall Routines 3. Make a set of 40 Go Fish cards for each group of students. Write the abbreviated form of a word on two cards. 3. Prepare to use the Class Notes chart from Daily Lesson 7. 4. Gather the booklets made in Daily Lesson 7. 5. Write at least 10 sentences containing abbreviations on chart paper. This Instructional Routine partially assesses the Performance Indicator: “Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas.” Background Information Teacher Notes ©2011, TESCCC 11/11/11 Page 2 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 8 of 20 Instructional Routines Daily Lesson 8 Duration and Objective Mini Lesson WORD STUDY SHARED READING INDEPENDENT READING WRITING Suggested Duration: 20-25 min. Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students identify and read abbreviations. Content Objective: Students identify facts from expository text by using text features to locate and read information. Content Objective: Students make a prediction and ask a question about the text. Content Objective: Students use a draft book to write a draft for a brief expository composition. 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routines. 1. Display the following written directions for all to see: 1. Read aloud a small section of the text selected for teacher modeling. Stop and discuss a prediction you can make and a question you have about the text. 1. Display the Teacher Draft Book and Class Notes chart from Daily Lesson 7. 2. Ask: What do we know about abbreviations? Discuss responses. 3. Using the prepared sentences, call on different students to read the sentence aloud and underline the abbreviation(s). 4. Distribute the abbreviation booklets made in Daily Lesson 7. Instruct students to review the words and abbreviations contained in the booklet with a partner. 1. Place the paper in the portrait position. 2. Fold the paper in half vertically. 3. Draw a line down the fold. 4. Label the left column Questions. 5. Label the right column Facts. 2. Distribute plain paper to each student. Read aloud the directions as students follow along to make a T-Chart. Make a class T-Chart on chart paper. 3. Explain to students that they have learned how to locate facts and details in text to answer questions. Review how text features help readers locate information quickly. 2. Complete the following response stem in the Teacher Reader’s Notebook: I predict ___. One question I have is ___. 2. Remind students that authors group like ideas together when writing and that the sticky notes in the draft book will help them remember what to write on each page. 3. Think Aloud while writing 2-3 sentences and adding a simple drawing related to the notes on one page. Point out that the sentences on that page are only about the facts and details on the sticky note. Repeat for one additional page. (This will be continued in Daily Lesson 9.) Model strategies for spelling and conventions as appropriate. 4. Remind them to only write sentences about facts and details on the sticky note. 4. Preview the selected text and point out text features and the ©2011, TESCCC 11/11/11 Page 3 of 5 Daily Lesson 8 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 8 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1. Students read self-selected text and monitor comprehension while reading. 1. Students use the notes in their draft books to write sentences and draw simple illustrations about the class topic. information they provide. 5. Discuss questions students have about the topic. Post the question words for all to see: Who, What, Where, When, Why, How. Write one class question on the chart. Instruct students to copy it onto their charts. 6. Think Aloud while using text features to locate information to answer the question. Read the located information and record related fact(s) in the “Facts” column. Learning Applications ©2011, TESCCC 1. Demonstrate how to play “Go Fish” using the cards. Shuffle the cards. Each player gets 4 cards, the rest are placed in the middle. A match is two cards. If players already have matches, they may lay them down. The first player asks any other player for a card by saying, “Do you have the abbreviation for ___?” Be sure that students say the full word and do not just read the letters. If the other player has a match, they must surrender the card. The first player lays down the match and goes again. 1. Distribute texts to students. Instruct students to write 2 more questions they have about the topic. 2. Students read the text and complete the chart independently. 3. Actively monitor and provide targeted support as needed. 11/11/11 2. Instruct students to complete the sentence stems from the Mini Lesson in the Reader’s Notebook. 2. Confer with as many students as possible. Ask guiding questions that will improve their writing. Encourage students to write more than one sentence per page and to label the illustrations. Page 4 of 5 Daily Lesson 8 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 8 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING If the other player does NOT have a match, they say “Go Fish!” and the first player draws a card from the pile. If it makes a match, the first player goes again. If not, the player keeps the card and the next player takes a turn. Play continues until all of the cards have been matched. 2. Students play the game “Go Fish!” Monitor to ensure that students are reading the full word and not just the letters. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure ©2011, TESCCC 1. Using one set of cards, Choral Read the abbreviations as words. 1. Choose students to share facts they wrote on their TChart. 11/11/11 1. Call on several students to share their sentences. 1. Use the Author’s Chair routine. Include time for feedback. Page 5 of 5 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 Investigating Informational Text Lesson Preparation Daily Lesson 9 WORD STUDY TEKS 2.2Aiv, Bvi 2.23Biv Ongoing TEKS 2.2C SHARED READING TEKS 2.Fig19C 2.3B,C 2.14B 2.15A, B 2.21C 2.25B,C Ongoing TEKS 2.Fig19B 2.28B INDEPENDENT READING TEKS 2.Fig19C 2.3B,C 2.14B 2.15A, B 2.21C 2.25B,C Ongoing TEKS 2.Fig19B 2.28B WRITING TEKS 2.19A Ongoing TEKS 2.17B Awareness of word patterns supports the development of word reading, fluency, and spelling. Comprehension skills and processes support the understanding of expository text. Comprehension skills and processes support the understanding of expository text. How can patterns in words help you read and write words? How can you ask and answer questions about a topic? How can you ask and answer Vocabulary of Instruction Vowel diphthong Expository text Question Text evidence Expository text Question Text evidence Draft Expository text Materials Word Study Notebook (1 per student) Note card (15-25 per group of 4-5 students) Counter or plastic chip (9 per student) Dry erase board (1 per student) Dry erase marker (1 per student) Dry erase eraser (1 per student) Chart paper (if applicable) Collection of grade-appropriate expository texts for student selection Grade-appropriate reference works (e.g., encyclopedia, picture dictionary) Large manila paper (1 per student) Chart paper (if applicable) Refer to Shared Reading Chart paper (if applicable) Attachments and Resources Handout: Vowel Pair Bingo OU and OW (1 per student) Handout: Reading Big Key Understandings and Guiding Questions ©2011, TESCCC 11/1/11 Knowledge of a topic is demonstrated in a variety of forms. How do you draft ideas for expository text? questions about a topic? Page 1 of 7 Daily Lesson 9 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING Words (1 per student) Teacher Resource: Word Wall Routines Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Select 3-5 words from the Word Wall to review. 2. Collect a variety of expository texts on student topics of interest from Daily Lesson 7. 3. Prepare a list of 6-8 one and two-syllable words with ou (out) and 6-8 words with ow (how). Possible ou (out) words include: loud, scout, mouth, house, discount, compound, account, thousand, and about. Possible ow (how) words include: clown, brown, howl, chowder, crowded, hometown, downhill, and powder. 4. Duplicate one copy (twosided) of the Handout: Reading Big Words for each student. 5. Prepare note cards for Vowel Pair Bingo by writing one ou or ow word on each card (1525 cards per group of 4-5 students). 6. Duplicate one copy of the Handout: Vowel Pair Bingo OU and OW for each student. ©2011, TESCCC 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 3. On chart paper, prepare written multi-step directions for students to follow when making a folded graphic organizer. 1. Fold the paper in half lengthwise. 2. Fold the paper in thirds to create six boxes. 3. Position the paper landscape and draw vertical lines along the folds. 4. Turn the paper over and repeat step 3. 5. Write your name in the upper right corner. Note: Students will need their graphic organizers in daily lessons 15 through 20 11/11/11 Page 2 of 7 Daily Lesson 9 Background Information Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 WORD STUDY SHARED READING INDEPENDENT READING Vowel diphthong – a combination of two vowel sounds in one syllable to form a new phoneme This Instructional Routine assesses Performance Indicator: “Choose a topic of interest. Follow written directions to fold a sheet of paper into six sections to use as a graphic organizer. Generate six questions about your topic using at least 4 of the following question words: Who, What, When, Where, Why, and How. Write one question in each section. Read an expository text on your topic. Use text features and evidence from the text to write answers to your questions.” This Instructional Routine assesses Performance Indicator: “Choose a topic of interest. Follow written directions to fold a sheet of paper into six sections to use as a graphic organizer. Generate six questions about your topic using at least 4 of the following question words: Who, What, When, Where, Why, and How. Write one question in each section. Read an expository text on your topic. Use text features and evidence from the text to write answers to your questions.” This Instructional Routine partially assesses Performance Indicator: “Record multiple entries in a Word Study Notebook to demonstrate knowledge of spelling patterns and use of strategies to determine word meanings. Use the notebook entries to support writing.” Teacher Notes ©2011, TESCCC WRITING The Performance Indicator will continue to be assessed in Independent Reading. 11/11/11 Page 3 of 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 Instructional Routines Daily Lesson 9 Duration and Objective Mini Lesson WORD STUDY INDEPENDENT READING WRITING Suggested Duration: 20-25 min. Suggested Duration: 25-30 min. Suggested Duration: 15-20 min. Suggested Duration: 20-25 min. Content Objective: Students decode and spell words with ou (out) and ow (how). Content Objective: Students read expository text, ask questions about the text, and answer with text evidence. Content Objective: Students read expository text, ask questions about the text, and answer with text evidence. Content Objective: Students use a draft book to write a draft for a brief expository composition. 1. Review 3-5 words from the Word Wall using the Teacher Resource: Word Wall Routines. 1. Display and read the Performance Indicator. 1. Continue the Performance Indicator from Shared Reading. 1. Display the Teacher Draft Book from Daily Lessons 7 and 8. 2. Display the following words: grow, growl, frown, window, snowfall, crowded, downhill. Read each word and have students echo. 3. Ask: What do these words have in common? Discuss responses, including they all have the letters “ow”. 4. Explain that sometimes the letters ow make the long o sound as in the word “snow”, and sometimes the letters make the sound “ow” as in the word “how”. Call on students to circle the words on the board that have the same “ow” sound as the word “how”. 5. Explain that the sound in “how” can be spelled two different ways – ow and ou (write ou on the board). This sound is called a vowel ©2011, TESCCC SHARED READING 2. Distribute a piece of large Manila paper to each student. Post and read the prepared multi-step directions as students complete the task. 1. Fold the paper in half lengthwise. 2. Fold the paper in thirds to create six boxes. 3. Position the paper landscape and draw vertical lines along the folds. 4. Turn the paper over and repeat step 3. 5. Write your name in the upper right corner. 3. Explain that this folded organizer will be used to write questions and answers related to a topic of interest. 11/11/11 2. Remind students that authors group like ideas together when writing and that the sticky notes in the draft book will help them remember what to write on each page. 3. Think Aloud while writing 2-3 sentences and adding a simple drawing related to the notes on one page. Point out that the sentences on that page are only about the facts and details on the sticky note. Repeat for one additional page. Model strategies for spelling and conventions as appropriate. 4. Inform students that they will be writing sentences in their draft books during writing time again today. Remind them to only write sentences about facts and details on the sticky note. Page 4 of 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 WORD STUDY Daily Lesson 9 diphthong because it is a combination of two vowel sounds that make one sound. 6. Draw a T-chart on the board. Label one side “how” and the other side “out”. Instruct students to draw the T-chart on their dry erase boards. 7. As a class, brainstorm a few ow and ou words. As a word is named, instruct students to write it in the correct column on their dry erase boards. Call on a student to write the word on the class T-chart, providing assistance with spelling if necessary. Instruct students to check the spelling of each word. Read the words together. 8. Distribute the Handout: Reading Big Words. Explain to students that when reading multisyllabic words, it is helpful to break the words into syllables. 9. Follow the directions on the Handout: Reading Big Words and practice together. ©2011, TESCCC SHARED READING INDEPENDENT READING WRITING 4. Inform students that they will choose an expository text to read based on a topic of interest. Before reading, they will write six questions about the topic of the book using at least four of the following question words: Who, What, When, Where, Why, and How. Write. Display the question words. 5. Explain that the questions will be written in the top boxes on both sides and the answers with text evidence will be written in the corresponding bottom boxes. Instruct students to write a small question mark at the top of each top box. 6. Using the topic of a selected text, demonstrate how to generate a question using one of the question words. Write it on a sample paper in the top box. 7. Next explain that students will read their selected book and use reference works to answer their questions. The questions must be answered using text evidence. Demonstrate how to use text features to find the answer in the book/reference work and write the answer in the bottom 11/11/11 Page 5 of 7 Daily Lesson 9 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING box below the question. Record the page number of the text that helped answer the question. Learning Applications 1. Divide students into groups of 4-5. Give each student the Handout: Vowel Pair Bingo OU and OW and 9 counters. Give each group a set of 1525 note cards with ou and ow words prewritten on them. 2. Students play Bingo to practice reading words with ou and ow. Explain the directions and model one turn: Player one draws a card, reads the word, names the letters that make the vowel pair, and says the sound of the vowel pair. If the vowel pair sound is read correctly, the student covers up one corresponding space on the Handout: Vowel Pair Bingo. If the vowel pair sound is read incorrectly or if there are no remaining corresponding spaces, the student may not cover a space. 1. Students choose an expository text related to their topic of interest. They preview the text and write 6 questions on the folded organizer. 2. Students read the text and use available reference works. Students write answers to their questions. 1. Continue Performance Indicator from Shared Reading. 1. Students use the notes in their draft books to write sentences and draw simple illustrations. 2. Confer with as many students as possible. Ask guiding questions that will improve their writing. Encourage students to write more than one sentence per page and to label illustrations. 3. Continue play until one player has a “Bingo”. Engage in Guided Reading and Guided Writing Instruction as appropriate. ©2011, TESCCC 11/11/11 Page 6 of 7 Daily Lesson 9 Closure ©2011, TESCCC Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Day 9 of 20 WORD STUDY 1. Distribute Word Study Notebooks. Students write examples of words with ou (out) and ow (how). SHARED READING 1. Refer to Independent Reading. 11/11/11 INDEPENDENT READING 1. In pairs, students share one question and answer. WRITING 1. Conduct the Author’s Chair routine. Include time for feedback. Page 7 of 7 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Vowel Pair Bingo – ou / ow ou ow ou ow ou ow ou ow ou ©2011, TESCCC 11/11/11 page 1 of 2 Second Grade English Language Arts and Reading Unit: 04 Lesson: 01 Vowel Pair Bingo ©2011, TESCCC 11/11/11 page 2 of 2
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