2nd Grade Week 5 Day of the Week: Monday Subject: Word Study NCSCOS Standards: RF.2.

3 Know and apply grade level-phonics and word analysis skills in decoding words. A. Distinguish long and short vowels when reading regularly spelled one- syllable words. B. Know spelling-sound correspondences for additional common vowel teams. C. Decode regularly spelled twosyllable words with long vowels. D. Decode words with common prefixes and suffixes. E. Identify words with inconsistent but common spelling sound correspondences. F. recognize and read grade appropriate irregularly spelled words. Essential Understanding(s): Today I am going to sort my new words

So I can I know I understand it when I can understand the correctly sort my words. different blends, and patterns in my words Common Misconceptions / Misunderstandings of Students: Students may place their words in the wrong column Materials Needed for Lesson: Word sorts, Scissors, plastic baggies, word study journals Plan for Instruction: Students will work in differentiated groups to cut and sort their new words. After sorting their new words, they will read them to a partner and then place them in their baggies. Sort 15 s, sh, ch (Red Group) Review the sounds that h, sh, and ch make with the student. Have them repeat each of the sounds. Introduce the new set of pictures to the student. (cheese, shop, chain, house, chimney, shed, ham, shave, chief, cherry, hose, sheet, chop, shower, and hat) Have student point to each picture and repeat the word after me. When they say the word encourage the student to figure out which column the picture would go in. Once all the pictures are sorts, review each column with the students making them very aware of the spelling pattern. Sort 24 Review of long-vowel patterns (Yellow Group) Sort 38 Consonant Diagraphs-plus R blends and Squ (Advanced Yellow Group) Sort 7 Plural Endings (Green Group2)

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Do I understand my spelling pattern? Can I sort my words correctly? Subject: Reading Comprehension NCSCOS Standards: RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Essential Understanding(s):

2nd Grade Week 5 Today I am going to look at a nonfiction book in parts So I can learn to I know I understand it when I can use look closely for the the text features to help me determine main idea the main idea. Common Misconceptions / Misunderstandings of Students: Students think the need to look at the whole text at one time Materials Needed for Lesson: Reading Response Journals, Harcourt (Tiger Book) From Seed to Plant Plan for Instruction:

I can identify the main idea of a passage. Teaching Point: Readers can look at a non-fiction book in parts. Connection: Remind students of the all of the non-fiction text features that they learned about previously. (Table of contents, bold print, heading, index, glossary, etc.) Today we are going to use those non-fiction text features to help us look at a non-fiction book in parts. Introduce students to their new text From Seed to Plant (Tiger book pg.314). Read to students pages 315-320. Have students pay close attention to the pictures and the vocabulary words that are on lose pages. Show students how you use the pictures and the text to figure out the main idea of these pages. (Main Idea: Pollination helps a seed turn into a plant)

Evaluation / Assessment of Learning: Do students understand how to find the main idea from looking at the text features?

Subject: Guided Reading NCSCOS Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Understanding(s): Today I am preview my book and learn some new vocabulary words

So I can increase I know I understand it when I can read my fluency as well through my book and understand what I as my have read. comprehension Common Misconceptions / Misunderstandings of Students: Some students only think they need to read their reader one time for complete comprehension Materials Needed for Lesson: Florence Griffith Joyner: Olympic Champion by Joelle Campbell, A Cowboys Life by Rozanne Williams Plan for Instruction: Meet with Level G-I group as well as Level J-K group. G-I (Florence Joyner) Introduce the book to the students: Florence Griffith, Students will preview the text

2nd Grade Week 5 Introduce new vocabulary to the students: sprint, coach, training Read the text to the students as they track the print Students will practice answering right there questions. What did Florence like best? Students will read the readers each night this week to practice fluency. mCLASS question: What one word would you use to describe Florence. Have students reflect back on the weekly reader we had during the Olympic week. J-K (A Cowboys Life) Introduce the book to the students: A Cowboys Life. Students will preview the text Student will identify text features. They will practice using all the information they already know about this topic to help them understand the reading. Introduce new vocabulary to the students: roamed, cowhands, landscape Read the text to the students as they track the print. mCLASS question: What did you learn about cowhands

Guided Reading Groups: Levels G-I Levels J-K Level L-M Book Club Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Did the student understand the vocabulary words? Did they struggle reading any part of the text? (Check for fluency) Subject: Writing NCSCOS Standards: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding Essential Understanding(s): Today I am edit my opinion piece

So I can be aware I know I understand it when I can look of places I may through my opinion piece and correct have put capital my capital letters. letters that dont belong Common Misconceptions / Misunderstandings of Students: They put capital letters everywhere, even in the middle of words Materials Needed for Lesson: Writing Journals Plan for Instruction:

2nd Grade Week 5 Teaching Point: Editing my piece: Looking for capital letters Model for students how to go through and check their piece for capital letters. Capitals letters should be at the beginning of every sentence. Capital letters should not be in the middle of words. You should use capital letters when you mention your book title or any character in the book. Model for the students how to make sure they are using capital letters in all of these situations. Student will use their independent writing time to look for capital letters. They will put a green line under all of the capital letters they use. Students will get with their writing partner and check each others piece for capital letters.

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Are students correctly fixing any capital letters that need to be fixed? Are students removing any capital letters they have in the middle of words?

Subject: Shared Reading NCSCOS Standards: RI.2.5 Know and use various text features to locate key facts or information in a text efficiently. Essential Understanding(s): Today I am going to review text So I can I know I understand it when I can features understand the discuss the different text features found text better in the text. Common Misconceptions / Misunderstandings of Students: Text features are not important Materials Needed for Lesson: Weekly Reader: Get to Know Seuss, highlighters Plan for Instruction: Preview the reader, have students highlight the text features they notice. Read the first chunk of text on the first page. Discuss the text features that go along with this section. Point out the headline on page 2. (Turn and talk about what a headline is) Tell students that a headline can give readers a clue to what the article is about. Point out the subheadings. Tell students that readers can use subheadings to tell what one section of an article is about. Ask students why they thing there are numbers next to the subheadings. (The headline told reader there would be five facts, and the subheadings help reader count the facts) Point out the bold words on the page and have students highlight those words. Point out the pronunciation guide for students and explain that the pronunciation guide helps us to sound out words. Point out the caption for students that are found on page 2. The caption often provides the reader more information than the reader can get from the photo alone.

2nd Grade Week 5 (Have students turn and talk: What did you learn from the caption?)

Evaluation / Assessment of Learning: Check to see if students are highlighting the correct information in their readers. Subject: Math NCSCOS Standards: 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place-value, properties or operations and/or the relationship between addition and subtraction. Essential Understanding(s): Today I am going to subtract from 100

So I can practice I know I understand it when I can I can subtracting down play Unroll a Square with my partner. to 0 Common Misconceptions / Misunderstandings of Students: Subtracting is harder than adding Materials Needed for Lesson: SMART board, Unroll-A Square Plan for Instruction: I can subtract amounts from 100 down to 0. Classroom Routines: Quick Images: with Coins Introducing Unroll-a Square Were going to learn how to play Unroll-a Square. To begin you need to cover the game board with cubes. How many strips of 10 do I need to cover the game board? Remind students how the played Roll-A square. Tell them that they are going to do the same thing, but instead of adding cubes to try and get to 100, they will be taking cubes away to try and subtract from 100.

Evaluation / Assessment of Learning: Ongoing Assessment: If students roll three and four, do they remove three and then four cubes? Do they take away seven? How do students figure out how many cubes they have after each turn? How do students find the distance to a multiple of ten?

Day of the Week: Tuesday

Subject: Word Study NCSCOS Standards:

2nd Grade Week 5 RF.2.3 Know and apply grade level-phonics and word analysis skills in decoding words. A. Distinguish long and short vowels when reading regularly spelled one- syllable words. B. Know spelling-sound correspondences for additional common vowel teams. C. Decode regularly spelled twosyllable words with long vowels. D. Decode words with common prefixes and suffixes. E. Identify words with inconsistent but common spelling sound correspondences. F. recognize and read grade appropriate irregularly spelled words. Essential Understanding(s): Today I am going to sort and write my new words

So I can I know I understand it when I can understand the correctly sort my words. different blends, and patterns in my words Common Misconceptions / Misunderstandings of Students: Students who place their words in the wrong column Materials Needed for Lesson: Word sorts, word study journals Plan for Instruction: Students will sort their words into the appropriate column and write the words and their categories into their Word Study notebook Sort 15 s, sh, ch (Red Group) Sort 24 Review of long-vowel patterns (Yellow Group) Explain to students that they will be reviewing the four long vowel patterns that apply to all to all five long-vowel sounds for a, e, I, o, u. Have students place their headers at the top and see if they can sort their word using the long vowels. (headings long o, long e, long I, long, long u) Then introduce students to their pattern headings (CVCC, CVVC, CVCe, CV &CVV) Allow students time to sort their words into these appropriate categories. Sort 38 Consonant Diagraphs-plus R blends and Squ (Advanced Yellow Group) Sort 7 Plural Endings (Green Group)

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Do I understand my spelling pattern? Can I sort my words correctly?

Subject: Reading Comprehension NCSCOS Standards: RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text Essential Understanding(s): Today I am going to identify the main So I can figure out I know I understand it when I can write idea in a passage what is most down the main from the passage I read. important Common Misconceptions / Misunderstandings of Students:

2nd Grade Week 5 Students cannot find the big idea Materials Needed for Lesson: Reading Response Journals, Post-it Notes, Harcourt (Tiger Book) From Seed to Plant Plan for Instruction: I can identify the main idea of a passage. Teaching Point: Readers can think about the main idea. Connection: Remind students of yesterdays text that was introduced. Review the information that was learned yesterday. Today we are going to start thinking about the main idea of a text. The main idea is the big idea of the text you are reading. It is the most important thing that you are reading about. There are things that we can use to help us find the main idea. We can look for words that are used over and over again. We can look closely at our titles and headings. We can also look at answers to the 5 Ws and an H questions to help us figure out the main idea. (Give each student a sticky note to record their main idea on) Read aloud to students pages 321-324. Evaluation / Assessment of Learning: Talk about things students can look for to determine the main idea. Remind them on the pictures and the vocabulary words. Students will record their main idea on their post it notes.

Subject: Guided Reading NCSCOS Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Understanding(s): Today I am preview my book and learn some new vocabulary words

So I can increase I know I understand it when I can read my fluency as well through my book and understand what I as my have read. comprehension Common Misconceptions / Misunderstandings of Students: Some students only think they need to read their reader one time for complete comprehension Materials Needed for Lesson: How to make a Paper Airplane by Robin Raymer, Help! Im Trapped I the First Day of School by Todd Strasser Plan for Instruction: Meet with Level L-M group as well as Book Club group. L-M Group Introduce the book to the students: How to Make a Paper Airplane. Students will preview the text- do a picture walk. As they look through the text discuss what they think it will be about and

2nd Grade Week 5 what questions they might have. Explain the purpose of a How to book. Discuss the genre of the text and how we know it is that genre. Help students look for a purpose for reading. Why are we reading this text? Read the text to the students as they track the print. Stop and have students point out things they notice that makes this a non-fiction piece. mCLASS question: What is the book mostly about? Book Club: Questions for discussion on KidBlog: Jakes sister is having a hard time believing him, even though he is telling her what is going to happen moments before it actually does. Would you try and tell someone that you were trapped in the first day of school? Why or why not?

Guided Reading Groups: Levels G-I Levels J-K Level L-M Book Club Evaluation / Assessment of Learning: Do students understand vocabulary words? Can students apply their reading comprehension strategies in their reading?

Subject: Math NCSCOS Standards: 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place-value, properties or operations and/or the relationship between addition and subtraction. Essential Understanding(s): Today I am going to play spend $1.00 with my partner

So I can practice I know I understand it when I can use subtracting from coin equivalences to play spend $1.00 100 Common Misconceptions / Misunderstandings of Students: Subtracting is more difficult than adding Materials Needed for Lesson: SMART board, Spent $1.00 Plan for Instruction: I can subtract amounts from 100 down to 0. Classroom Routines: Todays Number: Counting around the class by 5s. Introducing Spend $1.00 Before beginning the game show students coin equivalences. Ten dimes = 100 pennies= 1 dollar. Remind students of how they played collect $1.00. Tell them that we are now going to spend $1.00 Play a few rounds of Spend $1.00 with the class. I started with a $1.00 bill, I rolled 12, so I am going to spend 12 cent of my $1.00. How can I

2nd Grade Week 5 take away 12 cent from my dollar? Students may suggest trading the $1.00 for ten dimes and then trading one of the dimes for ten pennies so that they could take away 12 cent.

Evaluation / Assessment of Learning Students will play spend $1.00 with their math partner.

Day of the Week: Wednesday

Subject: Word Study NCSCOS Standards: RF.2.3 Know and apply grade level-phonics and word analysis skills in decoding words. A. Distinguish long and short vowels when reading regularly spelled one- syllable words. B. Know spelling-sound correspondences for additional common vowel teams. C. Decode regularly spelled two-

2nd Grade Week 5 syllable words with long vowels. D. Decode words with common prefixes and suffixes. E. Identify words with inconsistent but common spelling sound correspondences. F. recognize and read grade appropriate irregularly spelled words. Essential Understanding(s): Today I am going to do a blind sort with my partner

So I can I know I understand it when I can understand the correctly sort my words. different blends, and patterns in my words Common Misconceptions / Misunderstandings of Students: Students who place their words in the wrong column Materials Needed for Lesson: Word sorts, word study journals Plan for Instruction: Students will complete a blind sort with a partner. They will take out their journals and write their headings down. Their partner will randomly select 10 words. The partner will read aloud the words and they will write the word in the correct column. When they finish the bind sort they will check their spelling and the category. They will switch so that each partner gets the opportunity to sort their words. Sort 15 s, sh, ch (Red Group) Sort 24 Review of long-vowel patterns (Yellow Group) Sort 38 Consonant Diagraphs-plus R blends and Squ (Advanced Yellow Group) Remind students that the diagraphs are two letters that represent one sound. Compare for student the diagraphs of two letters with the diagraph with three letters. (th to thr) (sh to shr) Show students how they can break apart words to sound out the words, starting with their heading. Spend some time with the squ diagraph and go through each word that falls under this category. Sort 7 Plural Endings (Green Group)

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Do I understand my spelling pattern? Can I sort my words correctly? Can I complete a blind sort with my partner? Subject: Reading Comprehension NCSCOS Standards: RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text Essential Understanding(s): Today I am going to brainstorm all I So I can use that I know I understand it when I can record know about a topic information to all the information I know about a topic. help me determine

2nd Grade Week 5 the main idea Common Misconceptions / Misunderstandings of Students: Students do not find the big idea Materials Needed for Lesson: Reading Response Journals, Harcourt (Tiger Book) From Seed to Plant Plan for Instruction: I can identify the main idea of a passage. Teaching Point: Readers can remember all we know about a topic. Connections: Remind students of the text we have been reading. Have them think about all they have learned about topic. Today we are going to think about all we can remember about a topic. Our topic is the process of a seed turning into a plant. Show students how they can jot down everything they can remember about a topic. Have them record in their journals everything they already know about seeds and plants. Read pages 325-330. Evaluation / Assessment of Learning: Have students look at the new information that they just learned. Have them add notes from these pages to the notes they just recorded. Explain to students that it is important to write notes down while they are reading non-fiction so they can keep track of their information.

Subject: Guided Reading NCSCOS Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Understanding(s): Today I am review my reader and answer some questions

So I can better I know I understand it when I can understand what I provide a thoughtful response to the am reading. questions. Common Misconceptions / Misunderstandings of Students: Some students may just answer the question without explanation Materials Needed for Lesson: Florence Griffith Joyner: Olympic Champion by Joelle Campbell, A Cowboys life by Rozanne Williams Plan for Instruction: Level G-I Students will meet and review their reader. We will coral read it together. Remind students of the vocabulary words that were introduced last week. (Ask students if they

2nd Grade Week 5 can tell me what the words mean) Students will write on their white board why that word is important to our text. Question for discussion: How do you know that all of her training paid off in the end? Students will respond to the question on their white board. Have students practice whisper reading their text to themselves as I listen in to check for fluency. Level J-K Students will meet and review their reader. Coral read the reader together as a group to practice for fluency. Question for discussion: Compare cowhands in the past to cowhands today. Have students use a Venn diagram to help show this. If time permits, students will whisper read the first few pages to them.

Guided Reading Groups: Levels G-I Levels J-K Level L-M Book Club Evaluation / Assessment of Learning Do students provide a thoughtful answer to the questions?

Subject: Writing NCSCOS Standards: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding Essential Understanding(s): Today I am going to edit my opinion piece

So I can look I know I understand it I can correct my though my piece opinion piece and have correct for proper punctuation. punctuation Common Misconceptions / Misunderstandings of Students: They do not put question marks at the end of their questions Materials Needed for Lesson: Writing Journals, Book they are using Plan for Instruction: Teaching Point: Editing my piece: Proper punctuation. Model for students how to make sure that they are placing their periods in the correct spot. If students have questions in their writing, make sure they are putting question marks at the end of their quesitons. Have students go through and check their punctuation. Have students mark all of their punctuation in red on their rough draft.

2nd Grade Week 5 Students will get with their writing partner and check each others paper for correct punctuation. Evaluation / Assessment of Learning: Are students placing the correct punctuation in their writing?

Subject: Math NCSCOS Standards: 2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place-value, properties or operations and/or the relationship between addition and subtraction. Essential Understanding(s): Today I am going to subtract effectively from 100

So I can I know I understand it when I can play understand what it different math games with success. means to take away from 100 Common Misconceptions / Misunderstandings of Students: Subtracting is more difficult than adding Materials Needed for Lesson: SMART board, Unroll a square, Get to 100, Spend $1.00 Plan for Instruction: I can subtract amounts from 100 down to 0. Classroom Routines: What time is it? (Emphasize 5 minute intervals) Adding and Subtracting from 100 Students will spend time in math workshop: Spend $1.00 Unroll-a square Get to 100 Discussion: How many 10s in 100? For the last few weeks, weve been thinking about ten. What have we been working with that represents a group of ten? Weve also been thinking lately about 200. What have we been working with that represents a group of 100? Just as we can think of a strip of stickers as ten single stickers or one strip of ten, we can think about 100 in different ways. Evaluation / Assessment of Learning: Students will complete page 57 in their activity books

Subject: Shared Reading NCSCOS Standards: RI.2.5 Know and use various text features to locate key facts or information in a text efficiently. Essential Understanding(s): Today I am going to identify text So I can I know I understand it when I can create

2nd Grade Week 5 features on my reader understand the my own text features for an article. text better Common Misconceptions / Misunderstandings of Students: Text features are not important Materials Needed for Lesson: Weekly Reader: Get to Know Seuss Plan for Instruction: Review the first chunk of text with the students and revisit the text features that we discussed on Monday. Introduce the next chunk of text to the students. Allow them identify the headline, caption, and subheadings for this chuck of text. There are three subheadings in our new chunk, have students turn and talk and say the three subheadings we will be looking at. Students will work on adding their own text features to a short article. Read the direction and the short article to the students. Students will get with their partner to fill in a headline, a caption, and choose a word that should be bolded in the text. Evaluation / Assessment of Learning: Questions for discussion: Why did you make that word bold? Why was it important? What caption did you place under your picture? Why?

Subject: STEM NCSCOS Standards: 2.P.1 Understand the relationship between sound and vibrating objects. Essential Understanding(s): Today I am going to learn about how So I can know the I know I understand it when I can we hear sound importance of discuss with my partner how we hear hearing sounds. Common Misconceptions / Misunderstandings of Students: They have no idea how we hear things Materials Needed for Lesson: SMART board, The Wonder of Sound, Science Journals Plan for Instruction: Have students close their eyes and listen to everything they can hear in the classroom. Play different sounds and see if students pick up on what they are. Allow students to keep their eyes close for about 3 minutes so they can see just how much we use the sense of hearing. Ask students what they heard? Why is it important to be able to hear? Begin showing students The Wonder of Sound discovery video. Stop and ask questions along the way. Students will be recording new information in their science journals.

2nd Grade Week 5

Evaluation / Assessment of Learning: What did they say movement was? How are our ear dreams similar to the vibraphone? Let students discuss the answers to these questions after the video has been shown.

Day of the week: Thursday Subject: Word Study NCSCOS Standards: RF.2.3 Know and apply grade level-phonics and word analysis skills in decoding words. A. Distinguish long and short vowels when reading regularly spelled one- syllable words. B. Know spelling-sound correspondences for additional common vowel teams. C. Decode regularly spelled twosyllable words with long vowels. D. decode words with common prefixes and suffixes. E. Identify words with inconsistent but common spelling sound correspondences. F. recognize and read grade appropriate irregularly spelled words. Essential Understanding(s): Today I am going to do a word hunt

So I can

I know I understand it when I can

2nd Grade Week 5 with my spelling patterns understand the correctly sort my words. different blends, and patterns in my words Common Misconceptions / Misunderstandings of Students: Students who place their words in the wrong column Materials Needed for Lesson: Word sorts, word study journals Plan for Instruction: Students will work in differentiated groups to find new words that match their spelling pattern. They will use any text that they are reading and read through it to find new words that can fit under any of their heading. Sort 15 s, sh, ch (Red Group) Sort 24 Review of long-vowel patterns (Yellow Group) Sort 38 Consonant Diagraphs-plus R blends and Squ (Advanced Yellow Group) Sort 7 Plural Endings (Green Group)

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Do I understand my spelling pattern? Can I find new words in my text that matches my spelling pattern?

Subject: Reading Comprehension NCSCOS Standards: RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text Essential Understanding(s): Today I am going to learn how I build So I can use my I know I understand it when I can use my background knowledge background my background knowledge to knowledge determine the main idea. Common Misconceptions / Misunderstandings of Students: Students do not figure out the big idea Materials Needed for Lesson: Reading Response Journal, Harcourt (Tiger Book) From Seed to Plant Plan for Instruction: I can identify the main idea of a passage. Teaching Point: Reader can quickly build background knowledge. Connections: Remind students of the text we have been reading. Remind them of how we recorded new information in our journals.

2nd Grade Week 5 Today we are going to review what we have read so far. Explain to students that what we are learning about is helping us to build our background knowledge. We know more now about seeds and plants than we did before we started reading this book.

Evaluation / Assessment of Learning: Students will get with their reading partner and continue adding notes in their journals. Remind students that as they are writing down their notes, they are helping to build their background knowledge.

Subject: Guided Reading NCSCOS Standards: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Understanding(s): Today I am review my reader and So I can increase I know I understand it when I can answer some questions my comprehension provide a thoughtful answer to the questions Common Misconceptions / Misunderstandings of Students: Some students may only answer the questions without providing an explanation. Materials Needed for Lesson: How to Make a Paper Airplane by Robin Raymer, Help! Im Trapped in the First Day of School by Todd Strasser Plan for Instruction: For Levels L-M Students will meet and review their reader. We will coral read it together. Remind students of the vocabulary words. Look through the text for text features that help us understand information. Questions for discussion: What steps should you follow to make a paper Airplane? Use the text to help support your answer. For Book Club: Student will have read through chapter 9. Ask students if they have any quesitons about the questions on Kidblog and encourage students to continue posting. Guided Reading Groups: Levels G-I Levels J-K Level L-M Book Club

Evaluation / Assessment of Learning: How will you know what the students have learned? Your

2nd Grade Week 5 assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Are students reading more fluently? Are students providing thoughtful answers to the questions?

Subject: Writing NCSCOS Standards: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement. Essential Understanding(s): Today I am going to edit my opinion piece

So I can look for I know I understand it when I can words that I need correct the misspelled words in my text. help spelling Common Misconceptions / Misunderstandings of Students: They have many misspelled words they will not fix Materials Needed for Lesson: Writing Journals, Books Plan for Instruction: Teaching Point: Editing my piece: Spelling Model for students how to read through their piece and underline any words they are unsure how to spell with an orange crayon. If they are unsure of how to spell a word assist students with this process. They can use the each other or the dictionary to help them figure out how to spell their words. When they have finished checking their spelling, they will get with their writing partner and check each others paper. Evaluation / Assessment of Learning: Students will begin working on their final copy of their piece. Subject: Math NCSCOS Standards: 2.NBT.A.2 Count within 100; skip count by 5s, 10s, and 100s Essential Understanding(s): Today I am going to skip count by 5s So I can look for I know I understand it when I can figure patterns in the out how many nickels equal a certain numbers I count by amount. Common Misconceptions / Misunderstandings of Students: They can only count by 5s to a certain number Materials Needed for Lesson: SMART board, Activity page 59

2nd Grade Week 5 Plan for Instruction: I can skip count by 5s. Classroom Routines: Todays Number: 50 using addition with multiples of 5s and 10. How many 5s in 100? Suppose that we were going to fill in every number from 10 to 100 on this 100 chart, How many numbers would that be? How do you know? Suppose that I wanted to fill in only every fifth number. What numbers would I write I the first row of the chart? How many numbers would I have to write if I fill in every fifth number from one to 100? How do students approach the problem? How fluently can students skip count by 5s and 10s? When we count by 5s, the number we say are called the multiples of 5. This is called counting by 5s. It is also called skip counting because we are saying only ever fifth number and skipping the other numbers in between. What do you notice about the multiples of 5? Evaluation / Assessment of Learning: How many Nickels? I have 50 cent in my pocket. I have only nickels in my pocket. How many nickels do I have? Students will work on page 59 in their activity books.

Subject: Shared Reading NCSCOS Standards: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in a technical procedures in a text. RI.2.7 Explain how specific images contribute to and clarify a text. Essential Understanding(s): Today I am going to compare and So I can the I know I understand it when I can contrast picture in my text different in a discuss the differences with my partner. rough draft and a final copy Common Misconceptions / Misunderstandings of Students: Pictures do not help us understand the text Materials Needed for Lesson: Weekly Reader: Get to Know Seuss Plan for Instruction: Review the entire reader. Have students coral read with the reader. Have students pay close attention to the picture on page 3 or the rough draft and the final copy. What differences do you see in the illustrations? (turn and talk) What difference do you notice about the text? (Turn and talk) Ask students what the two samples have in common. Lead students to see that the differences show how Dr. Seuss developed and changed some of the details, but that the general idea of the words and illustrations remained the same.

2nd Grade Week 5 Have students look at subheading number 4 again. Coral read just this section with the students again. Discuss how this section relates to the two pictures.

Evaluation / Assessment of Learning: Can students compare and contrast the pictures in the text. Have students get with their reading partner and read through the reader for fluency.

Subject: STEM NCSCOS Standards: 2.P.1 Understand the relationship between sound and vibrating objects. Essential Understanding(s): Today I am going to see if I can So I can I know I understand it when I can reflect determine similarities and difference in understand more on the activity in my journal sounds of how our hearing works Common Misconceptions / Misunderstandings of Students: They do not listen closely to what they are hearing Materials Needed for Lesson: The Wonder of Sound, Small Jars filled with various items Plan for Instruction: Listening for Similarities and Differences Divide jars into two groups of seven. Fill one set of 7 with: sand, rice, pennies, buttons, cut-up rubber bands, paper clips, tiny rocks Fill the second set of 7 with the same items. Teacher takes a jar from Set 1 and shakes it. Class guesses what it is. Then take jars from Set 2 and shake them one at a time until you find a match. Open jars to see if children heard correctly. Let children try this out in groups of two or three. Show another short segment from The Wonder of Sound video from Discovery Education. Evaluation / Assessment of Learning: Once students have tried this in small groups have them reflect on the activity in their journals.

2nd Grade Week 5

Day of the Week: Friday Subject: Word Study NCSCOS Standards: RF.2.3 Know and apply grade level-phonics and word analysis skills in decoding words. A. Distinguish long and short vowels when reading regularly spelled one- syllable words. B. Know spelling-sound correspondences for additional common vowel teams. C. Decode regularly spelled twosyllable words with long vowels. D. decode words with common prefixes and suffixes. E. Identify words with inconsistent but common spelling sound correspondences. F. recognize and read grade appropriate irregularly spelled words. Essential Understanding(s): Today I am going to glue and review my words in my journal

So I can understand the different blends, and patterns in my words Common Misconceptions / Misunderstandings of Students:

I know I understand it when I can complete my weekly spelling test.

2nd Grade Week 5 Students who misspell their words Materials Needed for Lesson: Word sorts, word study journals Plan for Instruction: Students will glue their headings as well as their words in their word study notebook. They will review over their words and their spelling patterns as they are doing this. Students will be given ten random words from their word sorts for their spelling test. Sort 15 s, sh, ch (Red Group) Sort 24 Review of long-vowel patterns (Yellow Group) Sort 38 Consonant Diagraphs-plus R blends and Squ (Advanced Yellow Group) Sort 7 Plural Endings (Green Group)

Evaluation / Assessment of Learning: How will you know what the students have learned? Your assessment/evaluation of lesson should be directly linked to your essential understanding. Formative assessments should be identified throughout the lesson. Can students correctly sort their words into their categories? Do students have a good understanding of their spelling pattern? Subject: Reading Comprehension NCSCOS Standards: RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text Essential Understanding(s): Today I am going to read closely to So I can practice I know I understand it when I can write figure out the main idea of my text finding the big idea down my main idea along with supporting details. Common Misconceptions / Misunderstandings of Students: Students do not figure out the big idea Materials Needed for Lesson: Reading Response Journals, Post-it Notes, Graphic Organizer, Harcourt (Tiger Book) From Seed to Plant Plan for Instruction: I can identify the main idea of a passage. Teaching Point: Readers can read closely to find the main idea. Connections: Remind students of the text we have been reading and how we have been looking at chunks at a time to help us understand the story better. Today we are going to see if we can figure out the main idea of the whole book. Review the book with the students, looking closely again at the text features of the text. Evaluation / Assessment of Learning: (Provide each student will a sticky note, so they can record the main idea) Have students share their main idea with their partner. Students will look through the text to see if they can find details to support their main idea and

2nd Grade Week 5 fill it in on their graphic organizer. Remind students that they will need to reread the text closely to find the details.

Subject: Writing NCSCOS Standards: 2.W.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding

Essential Understanding(s): Today I am begin to publish my opinion piece

So I can have a I know I understand it when I can create finalized copy of a Little Bird Tale for my opinion piece. my work Common Misconceptions / Misunderstandings of Students: Students are ready to publish their pieces before they are completely finished editing and revising. Materials Needed for Lesson: Writing Binders, iPad (Little Bird Tales) Plan for Instruction: Students will use this time to put the finishing touched on their piece. They will rewrite their piece using the revisions that they have been working on all week. Walk around and check students progress on their piece. Students will begin to create their cover page for their work. They will make sure to include the title of their book, and their name along with a picture that describes their book. Students will also begin to record their story on Little Bird Tales. Evaluation / Assessment of Learning: How are students progressing through the publishing portion?

Subject: Math NCSCOS Standards: 2.NBT.A.2 Count within 1000 skip count by 5s, 10s, and 100s Essential Understanding(s): Today I am going to skip count by 2s, 5s, and 10s

So I can recognize different number patterns Common Misconceptions / Misunderstandings of Students: They can only skip count up to a certain number Materials Needed for Lesson: SMART board, masking tape Plan for Instruction: I can skip count by 2s, 5s, and 10s.

I know I understand it when I can create my skip counting strips and recognize patterns in my numbers

2nd Grade Week 5 Classroom Routines: Todays Number: Counting around the class by ten. Introducing Skip Counting Remind students of how you can make counting strips. Give each student three strips of masking tape so that they can create their own counting strips. They will make a strip counting by 2s, 5s, and 10s. Students will work on activity pages 62 and 63 to help them look for patterns in their numbers. Ongoing Assessment: How familiar are students with skip counting? What errors do you notice? How accurate and legible are students written numbers? What patterns do students notice in the written sequences?

Evaluation / Assessment of Learning: Students will apply skip counting to see if they can figure our coin values. (Activity pages 64-64) Subject: Shared Reading NCSCOS Standards: SL.2.2 Recount or describe key ideas from a text read aloud or information presented orally or through other media. Essential Understanding(s): Today I am going to review my reader So I can I know I understand it when I can and point out key details understand the complete the text feature hunt using text better my reader Common Misconceptions / Misunderstandings of Students: Text features do not help me understand the text. Materials Needed for Lesson: Weekly Reader: Get to Know Seuss, Text Feature Hunt sheet Plan for Instruction: Review the reader, have students coral read it together. Preview the video for the reader: How to be an Author. Stop and ask questions throughout the video to draw students attention to the process that a writer undergoes. Have students compare what they learned in their issue with what they learned in the video. Use the skills review game to review the different text features and how we can use them to help us understand the information. Evaluation / Assessment of Learning: Students will complete the Text Feature Hunt for a reading grade. They will explain what they know about a caption, a headline, photos, and bold words. Subject: STEM NCSCOS Standards: 2.P.1 Understand the relationship between sound and vibrating objects Essential Understanding(s):

2nd Grade Week 5 Today I am going to learn more about sound So I can I know I understand it when I can use understand how the vocabulary to reflect in my journal. we hear what we hear Common Misconceptions / Misunderstandings of Students: Things are not always what you think you hear Materials Needed for Lesson: The Wonder of Sound Various Items to make sound Plan for Instruction: Show another short segment from The Wonder of Sound video from Discovery Education. Review some of the vocabulary with students from the video: Pitch, Vibrations, Ear drum Play with students: What do you hear? Have a student close their eyes. Behind his/her back make noises with the following items: bell, scissors, paper (to crumple), pencil (to tap or drop), and hands (to clap) or items of your own choice. When a child cannot identify the sound, he must select someone to take his/her place.

Evaluation / Assessment of Learning: Have students reflect on this activity in their science journals.