2nd Grade Growing Block
Week #35 Date 5/14- 5/18
M- (no CL) CORE and DRA testing
T- CORE and DRA testing
W- (no CL) CORE and DRA testing
Th- CORE and DRA testing
F- CORE and DRA testing
M- (no CL) CORE and DRA testing
T- CORE and DRA testing
W- (no CL) CORE and DRA testing
Th- CORE and DRA testing
F- CORE and DRA testing
Week #34 Date 5/7- 5/11
M- (no CL) No Mrs. Jerke
T- CORE and DRA testing Students work on word sorts, sneaky letters: gh, w, b, k, soft c/g, hard c/g, ar, ir, ur, er, or. Pick 5 words from each sort and write a story using those words.
W- (no CL) CORE and DRA testing
Th- CORE and DRA testing
F- CORE and DRA testing
M- (no CL) No Mrs. Jerke
T- CORE and DRA testing Students work on word sorts, sneaky letters: gh, w, b, k, soft c/g, hard c/g, ar, ir, ur, er, or. Pick 5 words from each sort and write a story using those words.
W- (no CL) CORE and DRA testing
Th- CORE and DRA testing
F- CORE and DRA testing
Week #33 Date 4/30- 5/4
Standard:
M- (no CL) Continue Circle Map Activity. Begin DRA and CORE testing. Others can work on EPIC.
T- DRA and CORE testing
W- (no CL) DRA and CORE testing
Th- Kahoot Incentive Day and treats
F- No Mrs. Jerke
Standard:
M- (no CL) Continue Circle Map Activity. Begin DRA and CORE testing. Others can work on EPIC.
T- DRA and CORE testing
W- (no CL) DRA and CORE testing
Th- Kahoot Incentive Day and treats
F- No Mrs. Jerke
Week #32 Date 4/23- 4/27
Standard: 1.RI.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
M- (no CL) Conference with 1 students on the Life Cycle of a Chick while others work on completing the chart on identifying the main purpose of the text.
T- Continue completing the chart on identifying the main purpose of the text.
W- (no CL) Finish Chart then begin new book: L-28 The Shooting Star Reading Strategy: Popping
Th- Students will complete the 3-Circle Map Activity showing the problem, solution, beginning, middle and conclusion.
F- Continue 3-Circle Map Activity
Standard: 1.RI.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 2.RI.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
M- (no CL) Conference with 1 students on the Life Cycle of a Chick while others work on completing the chart on identifying the main purpose of the text.
T- Continue completing the chart on identifying the main purpose of the text.
W- (no CL) Finish Chart then begin new book: L-28 The Shooting Star Reading Strategy: Popping
Th- Students will complete the 3-Circle Map Activity showing the problem, solution, beginning, middle and conclusion.
F- Continue 3-Circle Map Activity
Week #31 Date 4/16- 4/20
Standard: 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) No School
T- Board game day. Play Chunks!
W- (no CL) Finish Story Element Sort
Th- Read our Kindness book that was published. Finish coloring Caring for Pets book
F- New Book: Life Cycle of a Chick L-24 Strategy: Popping Read in small groups, then send home.
Standard: 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) No School
T- Board game day. Play Chunks!
W- (no CL) Finish Story Element Sort
Th- Read our Kindness book that was published. Finish coloring Caring for Pets book
F- New Book: Life Cycle of a Chick L-24 Strategy: Popping Read in small groups, then send home.
Week #30 Date 4/9- 4/13
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) Those who are not finished with their Pet Paragraph, finish. If you are finished, complete Story Element Sort Activity: Students identify story elements by sorting them into appropriate categories. 1. Place header cards face up in a row at the center. Shuffle the story element cards and place face down in a stack. 2. Taking turns, students select the top card from the stack and read it aloud. 3. Identify what story element it is and place in column with matching header card. 4. Continue until all cards are sorted.
T- Continue work from Monday
W- (no CL) Have 2 students put together Pet Paragraph books and number the pages. They can decorate theirs. Others work on Story Element Sort.
Th- New book: Caring for a Pet (student made)
F- Snow Day
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) Those who are not finished with their Pet Paragraph, finish. If you are finished, complete Story Element Sort Activity: Students identify story elements by sorting them into appropriate categories. 1. Place header cards face up in a row at the center. Shuffle the story element cards and place face down in a stack. 2. Taking turns, students select the top card from the stack and read it aloud. 3. Identify what story element it is and place in column with matching header card. 4. Continue until all cards are sorted.
T- Continue work from Monday
W- (no CL) Have 2 students put together Pet Paragraph books and number the pages. They can decorate theirs. Others work on Story Element Sort.
Th- New book: Caring for a Pet (student made)
F- Snow Day
Week #29 Date 4/2- 4/6
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) No School
T- Those who are not finished with their Pet Paragraph, finish. If you are finished, complete Story Element Sort Activity: Students identify story elements by sorting them into appropriate categories. 1. Place header cards face up in a row at the center. Shuffle the story element cards and place face down in a stack. 2. Taking turns, students select the top card from the stack and read it aloud. 3. Identify what story element it is and place in column with matching header card. 4. Continue until all cards are sorted.
W- (no CL) Continue work from Tuesday.
Th- No Group
F- Continue Story Element Sort and work on Pet Paragraphs
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
M- (no CL) No School
T- Those who are not finished with their Pet Paragraph, finish. If you are finished, complete Story Element Sort Activity: Students identify story elements by sorting them into appropriate categories. 1. Place header cards face up in a row at the center. Shuffle the story element cards and place face down in a stack. 2. Taking turns, students select the top card from the stack and read it aloud. 3. Identify what story element it is and place in column with matching header card. 4. Continue until all cards are sorted.
W- (no CL) Continue work from Tuesday.
Th- No Group
F- Continue Story Element Sort and work on Pet Paragraphs
Week #28 Date 3/26- 3/30
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Continue working on How to Take Care of a Pet paragraph
T- Continue working on How to Take Care of a Pet paragraph, Add to Google Docs when proofread.
W- (no CL) Continue working on How to Take Care of a Pet paragraph.
Th- Continue How to Take Care of a Pet Paragraph.
F- No School
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Continue working on How to Take Care of a Pet paragraph
T- Continue working on How to Take Care of a Pet paragraph, Add to Google Docs when proofread.
W- (no CL) Continue working on How to Take Care of a Pet paragraph.
Th- Continue How to Take Care of a Pet Paragraph.
F- No School
Week #27 Date 3/19- 3/23
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Begin work on Kindness Book. Show example books to students and look on-line at other examples. Have students pick their quotes. And write the quotes at the top on their page.
T- Students will write what the quote means to them and how they show kindness in their daily lives. Do some word work through analogies if needed.
W- (no CL) Continue with Kindness book,
Th- Kindness book
F- Kindness book
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Begin work on Kindness Book. Show example books to students and look on-line at other examples. Have students pick their quotes. And write the quotes at the top on their page.
T- Students will write what the quote means to them and how they show kindness in their daily lives. Do some word work through analogies if needed.
W- (no CL) Continue with Kindness book,
Th- Kindness book
F- Kindness book
Week #26 Date 3/12- 3/16
Standard:
M- (no CL) No Mrs. Jerke
T- No Mrs. Jerke
W- (no CL) No Mrs. Jerke
Th- No School
F- No School
Standard:
M- (no CL) No Mrs. Jerke
T- No Mrs. Jerke
W- (no CL) No Mrs. Jerke
Th- No School
F- No School
Week #25 Date 3/5- 3/9
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Snow Day
T- Snow Day
W- (no CL) Incentive Day. Play Word Study Beginning Chunks Kahoot
Th- After reading Bear's Diet, students will create a paragraph about how to care for a pet. Use Google Doc and an organizational template to create. Brainstorm together in a small group. Talk about opening paragraph and closing paragraph. Talk about using multiple sources to help.
F- Continue Work on Paragraph writing. Conference with 1 student. (CL)
Standard: 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- (no CL) Snow Day
T- Snow Day
W- (no CL) Incentive Day. Play Word Study Beginning Chunks Kahoot
Th- After reading Bear's Diet, students will create a paragraph about how to care for a pet. Use Google Doc and an organizational template to create. Brainstorm together in a small group. Talk about opening paragraph and closing paragraph. Talk about using multiple sources to help.
F- Continue Work on Paragraph writing. Conference with 1 student. (CL)
Week #24 Date 2/26- 3/2
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) Go over Venn Diagram together. Students share what their group came up with.
T- New book: Bear's Diet L-26 Reading Strategy: Each student knows which he/she needs to work on. Remind each student of what they need to work on before reading.
W- (no CL) Finish reading Bear's Diet.
Th- Practice playing Chunks.
F- Meet in the commons and have a Game-Off with Mrs. C's 2nd graders. 10 minutes of Real words and 10 minutes of non-sense words.
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) Go over Venn Diagram together. Students share what their group came up with.
T- New book: Bear's Diet L-26 Reading Strategy: Each student knows which he/she needs to work on. Remind each student of what they need to work on before reading.
W- (no CL) Finish reading Bear's Diet.
Th- Practice playing Chunks.
F- Meet in the commons and have a Game-Off with Mrs. C's 2nd graders. 10 minutes of Real words and 10 minutes of non-sense words.
Week #23 Date 2/19- 2/23
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) No School
T- Continue using a Venn Diagram to compare and contrast. Conference with 2 students.
W- (no CL) No Mrs. Jerke
Th- No Mrs. Jerke
F- Continue using a Venn Diagram to compare and contrast. Conference with 2 students.
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) No School
T- Continue using a Venn Diagram to compare and contrast. Conference with 2 students.
W- (no CL) No Mrs. Jerke
Th- No Mrs. Jerke
F- Continue using a Venn Diagram to compare and contrast. Conference with 2 students.
Week #22 Date 2/12- 2/16
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) New book: Cinderallo Level 26.
T- continue reading Cinderallo.
W- (no CL) After reading students will compare and contrast the 2 fairy tales using a Venn Diagram. Compare and contrast the central message and the events.
Th- Continue using a Venn Diagram to compare and contrast.
F- No School
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) New book: Cinderallo Level 26.
T- continue reading Cinderallo.
W- (no CL) After reading students will compare and contrast the 2 fairy tales using a Venn Diagram. Compare and contrast the central message and the events.
Th- Continue using a Venn Diagram to compare and contrast.
F- No School
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Week #21 Date 2/5- 2/9
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) Finish Fable book. If finished have students work on EPIC
T- Continue testing CL using CORE Assessment. Others finish their fables. Record their voices on Explain Everything (fluency purposes) then read on EPIC.
W- (no CL) Record voices reading Fables on Explain Everything for fluency practice.
Th- CL finish CORE Vocab assessment. New book: Cinderella Level 26. Reading Strategy: some need chunking, some need noticing, some need popping. Help students discover that each student has something to work on and do that. Have each child look on their conference form to see what they each need to work on. Write it on a list and hold accountable during the reading.
F- Continue Reading Cinderella. New book: Cinderallo Level 26. After reading students will compare and contrast the 2 fairy tales using a Venn Diagram.
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (no CL) Finish Fable book. If finished have students work on EPIC
T- Continue testing CL using CORE Assessment. Others finish their fables. Record their voices on Explain Everything (fluency purposes) then read on EPIC.
W- (no CL) Record voices reading Fables on Explain Everything for fluency practice.
Th- CL finish CORE Vocab assessment. New book: Cinderella Level 26. Reading Strategy: some need chunking, some need noticing, some need popping. Help students discover that each student has something to work on and do that. Have each child look on their conference form to see what they each need to work on. Write it on a list and hold accountable during the reading.
F- Continue Reading Cinderella. New book: Cinderallo Level 26. After reading students will compare and contrast the 2 fairy tales using a Venn Diagram.
Week #20 Date 1/29- 2/2
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (100th day of school) No Mrs. Jerke
T- Can students write 100 words in 10 minutes? When done, continue work on Fables. Use popping reading strategy when needed.
W- Any make up work can be finished today. If some students are ahead, they can continue on with their work on learning about fables and read the rest of the fables in their book and fill out a second chart independently. Conference with 2 students.
Th- Continue work on Fables. Conference with 2 more students.
F- Fables. Test CL using CORE Assessment
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RF.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.
M- (100th day of school) No Mrs. Jerke
T- Can students write 100 words in 10 minutes? When done, continue work on Fables. Use popping reading strategy when needed.
W- Any make up work can be finished today. If some students are ahead, they can continue on with their work on learning about fables and read the rest of the fables in their book and fill out a second chart independently. Conference with 2 students.
Th- Continue work on Fables. Conference with 2 more students.
F- Fables. Test CL using CORE Assessment
Week #19 Date 1/22- 1/26
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
M- Read the fable The Vain Jackdaw to students. Have students highlight tricky words. Talk about their meaning. Echo read in phrased fluency. After each paragraph, have one student restate what the paragraph was about. Ask another student to restate what that student said. Continue reading and restating until the end.
T- Fill out the Fables Table including the characters, the conflict and the moral. Continue on to the next story. Complete 4 stories total.
W- Continue with 4 Fables
Th- Continue with 4 Fables
F- Continue with 4 Fables
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
M- Read the fable The Vain Jackdaw to students. Have students highlight tricky words. Talk about their meaning. Echo read in phrased fluency. After each paragraph, have one student restate what the paragraph was about. Ask another student to restate what that student said. Continue reading and restating until the end.
T- Fill out the Fables Table including the characters, the conflict and the moral. Continue on to the next story. Complete 4 stories total.
W- Continue with 4 Fables
Th- Continue with 4 Fables
F- Continue with 4 Fables
Week #18 Date 1/15- 1/19
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
M- No School
T- Conference with 1 student.
W- New book: Patrick's Leprechaun Level 24. Before reading: Talk about the purpose of folktales.
Th- Continue to read Patrick's Legrechaun. Strategy: Popcorn!
F- Filll out Recount Folktales sheet identifying Good Characters, Bad Characters, Magical Events, Happy Endings and Lesson/Moral of the folktale.
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
M- No School
T- Conference with 1 student.
W- New book: Patrick's Leprechaun Level 24. Before reading: Talk about the purpose of folktales.
Th- Continue to read Patrick's Legrechaun. Strategy: Popcorn!
F- Filll out Recount Folktales sheet identifying Good Characters, Bad Characters, Magical Events, Happy Endings and Lesson/Moral of the folktale.
Week #17 Date 1/8- 1/12
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.3. Describe how characters in a story respond to major events and challenges.
M- New book: Level 24 Kim's Lunch Strategy: Owl Glasses by looking at the pictures and the words at point of difficulty. Ask yourself: Does it look right? make sense? and sound right?
T- Continue reading Kim's Lunch Students will put the story in order using story cards. Then fill out the Three-Circle Map, determining the Problem and Solution as well as how one character responded to the problem. Each student picks a different character and shares how that character responded.
W- Continue responding with the Three-Circle Map
Th- Conference with two students while others are working on their Three-Circle Map.
F- Conference with two more students while others are working on their Three-Circle Map.
Standard: 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.3. Describe how characters in a story respond to major events and challenges.
M- New book: Level 24 Kim's Lunch Strategy: Owl Glasses by looking at the pictures and the words at point of difficulty. Ask yourself: Does it look right? make sense? and sound right?
T- Continue reading Kim's Lunch Students will put the story in order using story cards. Then fill out the Three-Circle Map, determining the Problem and Solution as well as how one character responded to the problem. Each student picks a different character and shares how that character responded.
W- Continue responding with the Three-Circle Map
Th- Conference with two students while others are working on their Three-Circle Map.
F- Conference with two more students while others are working on their Three-Circle Map.
Week #16 Date 1/1- 1/5
Standard: 2.RF.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.
M- No School
T- No School
W- DRA testing and Phonics packets
Th- DRA testing and Phonics packets
F- Phonics packets
Standard: 2.RF.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.
M- No School
T- No School
W- DRA testing and Phonics packets
Th- DRA testing and Phonics packets
F- Phonics packets
Week #15 Date 12/18- 12/22
Standard: 2.RF.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.
M- DRA levels Students can work on Phonics packets CVCe words
T- Christmas Kahoot if they get 10 in a row
W- DRA levels Students can work on Phonics packets
Th- DRA levels (Christmas activities in classrooms)
F- No School
Standard: 2.RF.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.
M- DRA levels Students can work on Phonics packets CVCe words
T- Christmas Kahoot if they get 10 in a row
W- DRA levels Students can work on Phonics packets
Th- DRA levels (Christmas activities in classrooms)
F- No School
Week #15 Date 12/11- 12/15
M- Begin using the CORE Assessment for Mid Year. Students can bring a book or read on EPIC. MM
T- CORE Assessment for mid year. MM
W- CORE Assessment for mid year. Finish Up
Th- CORE Assessment for mid year. CORE Vocabulary
F- Begin testing for DRA levels. Finish up CORE Vocabulary for 2 students
M- Begin using the CORE Assessment for Mid Year. Students can bring a book or read on EPIC. MM
T- CORE Assessment for mid year. MM
W- CORE Assessment for mid year. Finish Up
Th- CORE Assessment for mid year. CORE Vocabulary
F- Begin testing for DRA levels. Finish up CORE Vocabulary for 2 students
Week #14 Date 12/4- 12/8
Standard: 2.RL.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
M- Finish up asking and answering questions. Begin using the CORE Assessment for Mid Year. Students can bring a book or read on EPIC.
T- CORE Assessment for mid year.
W- CORE Assessment for mid year. AH
Th- CORE Assessment for mid year. MV
F- CORE Assessment for mid year. HB
Standard: 2.RL.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
M- Finish up asking and answering questions. Begin using the CORE Assessment for Mid Year. Students can bring a book or read on EPIC.
T- CORE Assessment for mid year.
W- CORE Assessment for mid year. AH
Th- CORE Assessment for mid year. MV
F- CORE Assessment for mid year. HB
Week #13 Date 11/27- 12/1
Standard: 2.RL.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue reading Benny and the Birds.
T- Students will begin to answer the 6 questions to help with better understanding of the text. Teach students how to restate the questions to begin writing the answer. Conference with 2 students.
W- Students will continue answering questions from text. Conference with 2 students.
Th- Groups choose a new book and write 6 questions. Then read and answer questions when finished. Conference with 1 student.
F- Continue to ask and answer questions with new book.
Standard: 2.RL.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue reading Benny and the Birds.
T- Students will begin to answer the 6 questions to help with better understanding of the text. Teach students how to restate the questions to begin writing the answer. Conference with 2 students.
W- Students will continue answering questions from text. Conference with 2 students.
Th- Groups choose a new book and write 6 questions. Then read and answer questions when finished. Conference with 1 student.
F- Continue to ask and answer questions with new book.
Week #12 Date 11/20- 11/24
Standard:
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Conference with one student. Others continue to use different books to record their voices. Or they can read on EPIC.
T- Listen to each other's voice recordings on SeeSaw. Have students make comments to other students. They can choose from 4 comments. 1. You sound very smooth and quick. 2. You sound smooth like talking. 3. You read all the way to the punctuation. You put 2 to 3 words together.
W- First, write new dates, then check comments on SeeSaw. New Book: Level 22 Benny and the Birds Strategy: Owl Glasses. Does it look right? Does it make sense? Does it sound right? before reading, have students think of a Who, What, When, Where, Why and How Question. Students will answer the questions in groups when I am conferencing next week.
Th-No School Happy Thanksgiving!
F- No School
Standard:
2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Conference with one student. Others continue to use different books to record their voices. Or they can read on EPIC.
T- Listen to each other's voice recordings on SeeSaw. Have students make comments to other students. They can choose from 4 comments. 1. You sound very smooth and quick. 2. You sound smooth like talking. 3. You read all the way to the punctuation. You put 2 to 3 words together.
W- First, write new dates, then check comments on SeeSaw. New Book: Level 22 Benny and the Birds Strategy: Owl Glasses. Does it look right? Does it make sense? Does it sound right? before reading, have students think of a Who, What, When, Where, Why and How Question. Students will answer the questions in groups when I am conferencing next week.
Th-No School Happy Thanksgiving!
F- No School
Week #11 Date 11/13- 11/17
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Conference with 2 students while others are finishing recording their voices. Have students pick another book to record.
Th- Conference with 2 more students while others are recording voices.
F- No School
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Conference with 2 students while others are finishing recording their voices. Have students pick another book to record.
Th- Conference with 2 more students while others are recording voices.
F- No School
Week #10 Date 11/6- 11/10
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue discussing the animals in the book and how the students think they communicate. Then begin to read the New book: Animal Communication Level 22. Strategy: Dotty Giraffe (read the punctuation and read with expression and phrased fluency.)
T- Continue reading Animal Communication Level 22.
W- Continue reading Animal Communication Level 22.
Th- After reading: Students will video themselves reading fluently into the SeeSaw app or into the Video camera on their iPad. Students will listen to their voices. If students determine they don't sound smooth and quick like talking, then have students re-record.
F- Continue recording voices.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue discussing the animals in the book and how the students think they communicate. Then begin to read the New book: Animal Communication Level 22. Strategy: Dotty Giraffe (read the punctuation and read with expression and phrased fluency.)
T- Continue reading Animal Communication Level 22.
W- Continue reading Animal Communication Level 22.
Th- After reading: Students will video themselves reading fluently into the SeeSaw app or into the Video camera on their iPad. Students will listen to their voices. If students determine they don't sound smooth and quick like talking, then have students re-record.
F- Continue recording voices.
Week #9 Date 10/30- 11/3
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.W.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Students will use Book Creator to retell the story from Luke's perspective.
T- Students will use Book Creator to retell the story from Luke's perspective.
W- Students will use Book Creator to retell the story from Luke's perspective. Take home to read when published.
Th- One final day on writing retell.
F- New book: Animal Communication Level 21. Before reading: Talk about communication and how human's communicate. Then look through the book and in groups, have students discuss how they think the animals in the story are communicating.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.RL.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
2.W.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Students will use Book Creator to retell the story from Luke's perspective.
T- Students will use Book Creator to retell the story from Luke's perspective.
W- Students will use Book Creator to retell the story from Luke's perspective. Take home to read when published.
Th- One final day on writing retell.
F- New book: Animal Communication Level 21. Before reading: Talk about communication and how human's communicate. Then look through the book and in groups, have students discuss how they think the animals in the story are communicating.
Week #8 Date 10/23- 10/27
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Continue Reading Bird's Eye View using Skippy Frog reading strategy.
T- Finish Reading Bird's Eye View using Skippy Frog reading strategy. Take the book home when finished reading it.
W- Conference with two students. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
Th- Conference with two students. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
F- Conference with one student. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
M- Continue Reading Bird's Eye View using Skippy Frog reading strategy.
T- Finish Reading Bird's Eye View using Skippy Frog reading strategy. Take the book home when finished reading it.
W- Conference with two students. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
Th- Conference with two students. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
F- Conference with one student. Meanwhile, students will use Book Creator to retell the story from Luke's perspective.
Week #7 Date 10/16- 10/20
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- Continue working on creating a classroom Animals Builders book and try to finish up.
T- Continue working on creating a classroom Animals Builders book and try to finish up. (M and H make a cover for our classroom book.)
W- Continue working on creating a classroom Animals Builders book and try to finish up. Vote for the cover. Make a copy for each child and read the book together.
Th- New book: Level 18 Animal Builders (Student Made) Strategy: Skippy Frog
F- New book: Level 18 Bird's Eye View Strategy: Skippy Frog
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- Continue working on creating a classroom Animals Builders book and try to finish up.
T- Continue working on creating a classroom Animals Builders book and try to finish up. (M and H make a cover for our classroom book.)
W- Continue working on creating a classroom Animals Builders book and try to finish up. Vote for the cover. Make a copy for each child and read the book together.
Th- New book: Level 18 Animal Builders (Student Made) Strategy: Skippy Frog
F- New book: Level 18 Bird's Eye View Strategy: Skippy Frog
Week #6 Date 10/9- 10/13
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- No school
T- Continue working on creating a classroom Animals Builders book. Conference with 1 student. (Parent Observation)
W- Continue working on creating a classroom Animals Builders book and try to finish up.
Th- 10 in a Row Incentive day!!! Play Animal Homes Kahoot and eat treats
F- No Mrs. Jerke
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- No school
T- Continue working on creating a classroom Animals Builders book. Conference with 1 student. (Parent Observation)
W- Continue working on creating a classroom Animals Builders book and try to finish up.
Th- 10 in a Row Incentive day!!! Play Animal Homes Kahoot and eat treats
F- No Mrs. Jerke
A student using the creep track to help blend the physical and the mental connections in the body. Some kids need to move and learn!
Week #5 Date 10/2- 10/6
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- Have students decide on their own animal builder. Students will research how their animal builds their home and the class will make their own Animal Builders book. Use EPIC to find books (in mailboxes) or use books from the library.
T- No Mrs. Jerke
W- Continue working on Animals Builders book. Conference with 2 students.
Th- Animal builders book. Conference with 2 students.
F- Animal builders book. Conference with 1 student.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
M- Have students decide on their own animal builder. Students will research how their animal builds their home and the class will make their own Animal Builders book. Use EPIC to find books (in mailboxes) or use books from the library.
T- No Mrs. Jerke
W- Continue working on Animals Builders book. Conference with 2 students.
Th- Animal builders book. Conference with 2 students.
F- Animal builders book. Conference with 1 student.
Students using covered overlays to help them keep track of where they are in reading and to help them see words more easily.
Week #4 Date 9/25- 9/28
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue creating Table of Contents. Take a Running Record and conference with 1 more students. Support student's table of contents work as needed.
T- Spend another day on Table of Contents. Is students finish early, have them make another table of contents for a book of their choice or read from their Mailboxes on EPIC.
W- Final day for Table of Contents activity.
Th- New book: Animal Builders Level 17. Reading Strategy: Chunky Monkey
F- Continue reading Animal Builders Level 17 If finished early, have students decide on their own animal builder. Students will research how their animal builds their home and the class will make their own Animal Builders book.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
M- Continue creating Table of Contents. Take a Running Record and conference with 1 more students. Support student's table of contents work as needed.
T- Spend another day on Table of Contents. Is students finish early, have them make another table of contents for a book of their choice or read from their Mailboxes on EPIC.
W- Final day for Table of Contents activity.
Th- New book: Animal Builders Level 17. Reading Strategy: Chunky Monkey
F- Continue reading Animal Builders Level 17 If finished early, have students decide on their own animal builder. Students will research how their animal builds their home and the class will make their own Animal Builders book.
Week #3 Date 9/18- 9/22
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary."
M- finish with Riddles. New book: My Shells L-16. Spiral Strategy: Lips the Fish. New Strategy: Tryin' Lion.
T- Continue Reading My Shells
W- When finished, students will create a table of contents for the book Shells. Use the book Speed Sports to help them understand what a Table of Contents looks like.
Th- Continue creating a Table of Contents. Take a Running Record and conference with 2 students.
F- Continue creating Table of Contents. Take a Running Record and conference with 1 more student.
Standard: 2.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary."
M- finish with Riddles. New book: My Shells L-16. Spiral Strategy: Lips the Fish. New Strategy: Tryin' Lion.
T- Continue Reading My Shells
W- When finished, students will create a table of contents for the book Shells. Use the book Speed Sports to help them understand what a Table of Contents looks like.
Th- Continue creating a Table of Contents. Take a Running Record and conference with 2 students.
F- Continue creating Table of Contents. Take a Running Record and conference with 1 more student.
Week #2 Date 9/11- 9/15
M- Finish reading How to Draw a Dinosaur and begin drawing. Conference with 2 students
T- Continue Drawing Activity and conference with 2 more students
W- Last day of conferencing and begin Dinosaur Riddles. Read I Can Fly Level 10, to the students first as an example
Th- Work on Riddles on the ipads.
F- Continue working on Riddles on the ipads.
M- Finish reading How to Draw a Dinosaur and begin drawing. Conference with 2 students
T- Continue Drawing Activity and conference with 2 more students
W- Last day of conferencing and begin Dinosaur Riddles. Read I Can Fly Level 10, to the students first as an example
Th- Work on Riddles on the ipads.
F- Continue working on Riddles on the ipads.
Week #1 Date 9/5- 9/8
M- No School
T- Introduction/Welcome to class, Data folders, rules and expectations
W- Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Read the Power of Yet and Fill out 3 I Can statements
Th- Introduce the new book called How to Draw a Dinosaur Level 16 and begin reading
F- Continue Reading How to Draw a Dinosaur
M- No School
T- Introduction/Welcome to class, Data folders, rules and expectations
W- Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Read the Power of Yet and Fill out 3 I Can statements
Th- Introduce the new book called How to Draw a Dinosaur Level 16 and begin reading
F- Continue Reading How to Draw a Dinosaur