2nd Grade Growing Block
Week #25 Dates: 3/16- 3/20
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M -
T-
W-
Th- No School
F- No School
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M -
T-
W-
Th- No School
F- No School
Week #24 Dates: 3/9- 3/13
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Begin work on responding to the book from last week. What is a good citizen? Give an example. What are characteristics of good citizens? How was Horton a good citizen? In our community, how have we helped each other the way Horton helped?
T- Continue work on Horton sentences.
W- Continue work on Horton sentences.
Th- Incentive Day Play Horton Hatches The Egg Kahoot
F- Teach a Monster to Read game
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Begin work on responding to the book from last week. What is a good citizen? Give an example. What are characteristics of good citizens? How was Horton a good citizen? In our community, how have we helped each other the way Horton helped?
T- Continue work on Horton sentences.
W- Continue work on Horton sentences.
Th- Incentive Day Play Horton Hatches The Egg Kahoot
F- Teach a Monster to Read game
Week #23 Dates: 3/2- 3/6
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Work on finishing ie words.
T- Group helps set up chairs for Reader's Cafe
W- Read the igh and ie words. Then begin to read Horton Hatches and Egg.
Th- igh, ie, in- and re- word sort
F- Continue reading book from Wednesday.
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Work on finishing ie words.
T- Group helps set up chairs for Reader's Cafe
W- Read the igh and ie words. Then begin to read Horton Hatches and Egg.
Th- igh, ie, in- and re- word sort
F- Continue reading book from Wednesday.
Week #22 Dates: 2/24- 2/28
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No Mrs. Jerke
T- New Book: Benny and the Birds Level 22 Read Strategy: Chunky Monkey. Find word parts inside of bigger, tricky words.
W- Continue reading book from yesterday. Word find on Google: igh, ough, in and re prefixes
Th- Continue word find.
F- Read independently. I will conference with learners on Benny and the Birds.
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No Mrs. Jerke
T- New Book: Benny and the Birds Level 22 Read Strategy: Chunky Monkey. Find word parts inside of bigger, tricky words.
W- Continue reading book from yesterday. Word find on Google: igh, ough, in and re prefixes
Th- Continue word find.
F- Read independently. I will conference with learners on Benny and the Birds.
Week #21 Dates: 2/17- 2/21
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No School (President's Day)
T- Continue working on the sort. If finished practice reading once with a partner then to Mrs. Jerke.
W- Read green word cards and play Sparkle.
Th- No Mrs. Jerke
F- No Mrs. Jerke
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No School (President's Day)
T- Continue working on the sort. If finished practice reading once with a partner then to Mrs. Jerke.
W- Read green word cards and play Sparkle.
Th- No Mrs. Jerke
F- No Mrs. Jerke
Week #20 Dates: 2/10- 2/14
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - go over the rules as to why the g and c are soft sometimes. Find hard and soft g's and c's in the book from last week. Then pick 5 hard words from each category and add them to the sort.
T- complete sort
W- Snow Day
Th- Continue working on the sort. If finished practice reading once with a partner then to Mrs. Jerke.
F- No School (Valentine's Day)
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - go over the rules as to why the g and c are soft sometimes. Find hard and soft g's and c's in the book from last week. Then pick 5 hard words from each category and add them to the sort.
T- complete sort
W- Snow Day
Th- Continue working on the sort. If finished practice reading once with a partner then to Mrs. Jerke.
F- No School (Valentine's Day)
Week #19 Dates: 2/3- 2/7
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No Mrs. Jerke
T- Continue reading new book from Friday.
W- Work on heart activity for the door then find soft c/hard c/soft g/hard g words on google and add to chart.
Th- Continue finding soft/hard c words and soft/hard g words.
F- Read independently
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No Mrs. Jerke
T- Continue reading new book from Friday.
W- Work on heart activity for the door then find soft c/hard c/soft g/hard g words on google and add to chart.
Th- Continue finding soft/hard c words and soft/hard g words.
F- Read independently
Week #18 Dates: 1/27- 1/31
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Complete oa, ea, and ee sort. Conference with 2 learners.
T- Continue work on sort. Read your sort words to a partner. If finished early, read EPIC or read your book. Conference with 2 learners.
W- Incentive Day- Beach Day/Kahoot and treats
Th- New Book: Volcanoes L-23 Reading Strategy: Slow check it with eyes then Fast check. Reread to check for meaning.
F- Read independently
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Complete oa, ea, and ee sort. Conference with 2 learners.
T- Continue work on sort. Read your sort words to a partner. If finished early, read EPIC or read your book. Conference with 2 learners.
W- Incentive Day- Beach Day/Kahoot and treats
Th- New Book: Volcanoes L-23 Reading Strategy: Slow check it with eyes then Fast check. Reread to check for meaning.
F- Read independently
Week #17 Dates: 1/20- 1/24
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No School
T- New Book: The Can Rolling Race L-21. Reading Strategy: Slow check, fast check and reread to see if it Makes Sense.
W- Continue reading from yesterday. Notice any vowel teams or other phonics errors. Fill out the Can Rolling Race activity. Use them tomorrow to brainstorm lists.
Th- Brainstorm phonics words for: oa, o_e, ee, ea words. Have a little taste of honey, too.
F- Read independently
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - No School
T- New Book: The Can Rolling Race L-21. Reading Strategy: Slow check, fast check and reread to see if it Makes Sense.
W- Continue reading from yesterday. Notice any vowel teams or other phonics errors. Fill out the Can Rolling Race activity. Use them tomorrow to brainstorm lists.
Th- Brainstorm phonics words for: oa, o_e, ee, ea words. Have a little taste of honey, too.
F- Read independently
Week #16 Dates: 1/13- 1/17
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Check in. New book: Bird Watching L-20 Model slow/fast check and rereading to see if it Makes Sense. Find tricky words in the text and practice before reading. Then, read as a group and practice the strategy when you get to a tricky word.
T- Continue reading the book from yesterday. Each learner goes to Google to find aw, ew and short o words.
W- Continue to compile the 3 lists from yesterday.
Th- Cut and paste the sort. Read to a partner, then read to me.
F- Snow Day
Standard(s): RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. .RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Check in. New book: Bird Watching L-20 Model slow/fast check and rereading to see if it Makes Sense. Find tricky words in the text and practice before reading. Then, read as a group and practice the strategy when you get to a tricky word.
T- Continue reading the book from yesterday. Each learner goes to Google to find aw, ew and short o words.
W- Continue to compile the 3 lists from yesterday.
Th- Cut and paste the sort. Read to a partner, then read to me.
F- Snow Day
Week #15 Dates: 1/6- 1/10
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Think about your Christmas break. Take some time to jot down what was important to you over Christmas. Mrs. Jerke will model.
T- Continue to work on your Christmas speech.
W- Present your Christmas break to others in spoken word.
Th- Play Chunks
F- Read independently
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Think about your Christmas break. Take some time to jot down what was important to you over Christmas. Mrs. Jerke will model.
T- Continue to work on your Christmas speech.
W- Present your Christmas break to others in spoken word.
Th- Play Chunks
F- Read independently
Week #14 Dates: 12/16- 12/20
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Th Continue work from last week. Work on testing DRA's.
F- Read independently
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Th Continue work from last week. Work on testing DRA's.
F- Read independently
Week #13 Dates: 12/9- 12/13
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Th Continue work from last week. Work on testing CORE Survey pieces.
F- Read independently
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Th Continue work from last week. Work on testing CORE Survey pieces.
F- Read independently
Week #12 Dates: 12/2- 12/6
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - F Pick out two books to compare and contrast. Work with a partner. Use a Venn Diagram just like we practiced with the Lion and the Mouse. Work on testing CORE Survey pieces.
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - F Pick out two books to compare and contrast. Work with a partner. Use a Venn Diagram just like we practiced with the Lion and the Mouse. Work on testing CORE Survey pieces.
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Week #11 Dates: 11/25- 11/29
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Work on testing CORE Survey tasks.
T- Work from Monday and CORE Survey
W- Work from yesterday and CORE Survey
Th- No School
F- No School
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Work on testing CORE Survey tasks.
T- Work from Monday and CORE Survey
W- Work from yesterday and CORE Survey
Th- No School
F- No School
Week #10 Dates: 11/18- 11/22
Standard(s): .W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Begin writing comparison paragraph on the 2 books from last week. Do together and use words to show comparison.
T- Continue writing comparison paragraph- Video lesson
W- Begin writing contrast paragraph and use words to show contrast. Model to learners how to use contrast words in a paragraph.
Th- Fluency: Practice reading each paragraph 3 times. Use tally marks to show the practice times. Then meet with Mrs. Jerke to take a WPM reading test.
F- No School
Standard(s): .W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Begin writing comparison paragraph on the 2 books from last week. Do together and use words to show comparison.
T- Continue writing comparison paragraph- Video lesson
W- Begin writing contrast paragraph and use words to show contrast. Model to learners how to use contrast words in a paragraph.
Th- Fluency: Practice reading each paragraph 3 times. Use tally marks to show the practice times. Then meet with Mrs. Jerke to take a WPM reading test.
F- No School
Week #9 Dates: 11/11- 11/15
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - No School
T- Teacher reads Great Lion and Tiny Mouse written by Beverly Randall. Then learners read the book from EPIC called, Lion and Mouse by Jairo Buitrago.
W- Continue reading book from yesterday.
Th- Using a Venn diagram, and with teacher support, learners will fill out the Venn diagram, comparing and contrasting events and literary elements.
F- Continue work from yesterday.
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - No School
T- Teacher reads Great Lion and Tiny Mouse written by Beverly Randall. Then learners read the book from EPIC called, Lion and Mouse by Jairo Buitrago.
W- Continue reading book from yesterday.
Th- Using a Venn diagram, and with teacher support, learners will fill out the Venn diagram, comparing and contrasting events and literary elements.
F- Continue work from yesterday.
Week #8 Dates: 11/4- 11/8
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - In the EPIC app, read The Magic Pot by Pleasant DeSpain.
T- Continue reading The Magic Pot.
W- After reading, use the graphic organizer to write down the literary elements.
Th- Continue writing down the literary elements.
F- No Mrs. Jerke
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - In the EPIC app, read The Magic Pot by Pleasant DeSpain.
T- Continue reading The Magic Pot.
W- After reading, use the graphic organizer to write down the literary elements.
Th- Continue writing down the literary elements.
F- No Mrs. Jerke
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Week #7 Dates: 10/28- 11/1
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Make Spider treats.
T- Compare and Contrast Kahoot
W- Read the book called Two of Everything by Lilly Toy Hong aloud to learners. After reading use sticky notes to write down the setting, characters, events, problem, solution central message/lesson/moral.
Th- Continue work from Wednesday.
F- Continue Thursday work.
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
M - Make Spider treats.
T- Compare and Contrast Kahoot
W- Read the book called Two of Everything by Lilly Toy Hong aloud to learners. After reading use sticky notes to write down the setting, characters, events, problem, solution central message/lesson/moral.
Th- Continue work from Wednesday.
F- Continue Thursday work.
Week #6 Dates: 10/21- 10/25
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Taste the pumpkin seeds. As you are eating, think about what the seeds taste like, feel like, smell like, look like and feel like. Start making your plan: T: (Topic) Sunflower Seeds A: (Audience) family and friends P: (Purpose) To Inform P: (Plan) web
T- Create a Topic Sentence then begin to write about the senses.
W- Continue paragraph on Sunflower seeds by continuing to add a sentence for each sense.
Th- Finish up your paragraph. Don't forget a conclusion!
F- Video learners reading their pumpkin seeds stories and check their WPM.
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
M - Taste the pumpkin seeds. As you are eating, think about what the seeds taste like, feel like, smell like, look like and feel like. Start making your plan: T: (Topic) Sunflower Seeds A: (Audience) family and friends P: (Purpose) To Inform P: (Plan) web
T- Create a Topic Sentence then begin to write about the senses.
W- Continue paragraph on Sunflower seeds by continuing to add a sentence for each sense.
Th- Finish up your paragraph. Don't forget a conclusion!
F- Video learners reading their pumpkin seeds stories and check their WPM.
Week #5 Dates: 10/14- 10/18
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
M - Watch the video on carving pumpkins again and take notes.
T- Begin to write the how to paragraph. Start with a topic sentence. Have learners brainstorm possibilities and project them on the big screen.
W- Continue writing paragraph. Add steps.
Th- Continue work from Wednesday
F- Using a child's How To Paragraph, read the directions and carve a pumpkin!
Standard(s): W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
M - Watch the video on carving pumpkins again and take notes.
T- Begin to write the how to paragraph. Start with a topic sentence. Have learners brainstorm possibilities and project them on the big screen.
W- Continue writing paragraph. Add steps.
Th- Continue work from Wednesday
F- Using a child's How To Paragraph, read the directions and carve a pumpkin!
Week #4 Dates: 10/7- 10/11
Standard(s): 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.
M - Continue work from Friday
T- One more day on Friday work. Pull learners to read individually. Work on phrased fluency using 2-3 word finger framing. Prompt: Put these words together so they sound smooth like we talk.
W- Continue conferencing.
Th- Begin new book called How to Draw a Dinosaur. Strategy: Phrased Fluency and Guess the covered word routine.
F- Continue reading book. Watch this video on how to carve a pumpkin. If time, take notes.
Standard(s): 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.
M - Continue work from Friday
T- One more day on Friday work. Pull learners to read individually. Work on phrased fluency using 2-3 word finger framing. Prompt: Put these words together so they sound smooth like we talk.
W- Continue conferencing.
Th- Begin new book called How to Draw a Dinosaur. Strategy: Phrased Fluency and Guess the covered word routine.
F- Continue reading book. Watch this video on how to carve a pumpkin. If time, take notes.
Week #3 Dates: 9/30- 10/4
Standard(s): 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.
M- Continue writing questions for you topic of interest. Conference with learners.
T- After writing your questions on your topic of interest. and conferencing with me: Task: Pick out a level 14 or 15 book. Look through the book, but don’t read it. Think of 6 questions to ask about the book using question words at the beginning, who, what, where, when, why, how. After writing your questions, read the book. If I am not conferencing with someone, you can read your book to me. Then answer your questions.
W- Continue work from Tuesday.
Th- Tuesday work
F- Tuesday work
Standard(s): 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.
M- Continue writing questions for you topic of interest. Conference with learners.
T- After writing your questions on your topic of interest. and conferencing with me: Task: Pick out a level 14 or 15 book. Look through the book, but don’t read it. Think of 6 questions to ask about the book using question words at the beginning, who, what, where, when, why, how. After writing your questions, read the book. If I am not conferencing with someone, you can read your book to me. Then answer your questions.
W- Continue work from Tuesday.
Th- Tuesday work
F- Tuesday work
Week #2 Dates: 9/23- 9/27
Standard(s): W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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.
M- Fix the teachers mistakes! Give learners tasks according to what they practiced last week. See if they can prove their learning by fixing the mistakes.
T- After giving enough time to work independently and checking their understanding, have learners pair up and work together to see what they missed. Then use the TV monitor to show learners what needed to be fixed or Conference individually.
W- Continue conferencing.
Th-Think about a topic you are interested in. Write down 6 questions that you are wondering about. Each question has to start with a different question word. Use who, what, where, when, why, how to ask your questions. For example: Mrs. Jerke is interested in bikes. Here are my 6 questions. Who can help me find a good bike? What kind of bike should I buy that helps me climb mountain trails? Where are good, safe places to ride my bike? When can I start to ride on the road? Why do I need to wear a helmet when I bike? How do I fix my chain if it breaks?
F- Work on questions.
Standard(s): W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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.
M- Fix the teachers mistakes! Give learners tasks according to what they practiced last week. See if they can prove their learning by fixing the mistakes.
T- After giving enough time to work independently and checking their understanding, have learners pair up and work together to see what they missed. Then use the TV monitor to show learners what needed to be fixed or Conference individually.
W- Continue conferencing.
Th-Think about a topic you are interested in. Write down 6 questions that you are wondering about. Each question has to start with a different question word. Use who, what, where, when, why, how to ask your questions. For example: Mrs. Jerke is interested in bikes. Here are my 6 questions. Who can help me find a good bike? What kind of bike should I buy that helps me climb mountain trails? Where are good, safe places to ride my bike? When can I start to ride on the road? Why do I need to wear a helmet when I bike? How do I fix my chain if it breaks?
F- Work on questions.
Week #1 Dates: 9/16- 9/20
Standard(s): RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 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- Finish setting up Data Folders
T- Task: Glue this task into your notebook. Pick out a fiction book from the Level 14 book box. Read the story at least 2 times. In your writing notebooks, use a pencil to explain what the book was about. Pretend you are explaining the book to a friend. Think about what a good sentence looks like. Can you pass your writing to a friend and they can read it?
W- Continue task from yesterday. Conference with the learners who are finished.
Th- Continue conferencing about good sentences. After conferencing, practice what you learned.
F- Continue conferencing and practicing.
Standard(s): RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2 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- Finish setting up Data Folders
T- Task: Glue this task into your notebook. Pick out a fiction book from the Level 14 book box. Read the story at least 2 times. In your writing notebooks, use a pencil to explain what the book was about. Pretend you are explaining the book to a friend. Think about what a good sentence looks like. Can you pass your writing to a friend and they can read it?
W- Continue task from yesterday. Conference with the learners who are finished.
Th- Continue conferencing about good sentences. After conferencing, practice what you learned.
F- Continue conferencing and practicing.