Second Grade - Unit 3 Building Bridges with Unlikely Friends

Transcription

1 Week 6 Focus Standards RL.2.3 RI.2.6 W.2.1 SL.2.1 L.2.4b RL.2.6 RI.2.7 W.2.2 SL.2.1a W.2.5 SL.2.2 Reading Mentor Text The Cricket in Times Square by George Selden Snow in Jerusalem by Deborah da Costa One Green Apple Writing Mentor Text Tier II Words Materials

2 Reading Monday - Week 6 RL.2.6 Reading focus lesson: (RL 2.6) Acknowledge the differences in the points of view of characters, including by speaking in a different voice for each character. Text - The Cricket in Times Square Chapters 7-9 Remind students that we really studied the characters of Mario and Tucker last week. Discuss the differences and similarities between two different characters. Today we are going to continue thinking about how characters points of view impact their actions and feelings. Turn and talk with your partner - What do we mean we talk about a person's point of view? Today we are going to continue thinking about character's point of view. Create a think sheet with the names of the two other characters. Example: Point of View Chester Point of View Harry the Cat Begin reading, stop periodically to model your thinking to add to the think sheet. Then allow the students to add their thinking and give evidence supporting their answers. As you read think - aloud why you think some of the characters have the point of view that they do. Time to Read: Encourage student to read literary text or fiction to notice characters points of view. Record thinking in reading response notebooks. Share and Reflect: Invite several students to share their noticing about their characters.

3 Reading Tuesday - Week 6 Acknowledge the differences in the points of view of characters, including by speaking in a different voice for each character. RL.2.6 Text The Cricket in Times Square chapters Readers Theater Scripts Today you will create a think sheet describing the use of expression in oral reading. Explain to the students that when you read as a character in a story or a play your voice needs to match the character. We do this because it helps us to understand the character. Teacher should model for students by reading aloud a text and changing your voice to match the voice of the characters. Example Chart: What does reading with expression look like? What does reading with expression sound like? Time to Read: Teacher may want to give students a reader s theater and place them into groups to practice using expression when they read. Reflect and Share: Encourage a few students to share how this strategy understand the character better.

4 Reading Wednesday - Week 6 Acknowledge the differences in the points of view of characters, including by speaking in a different voice for each character. RL.2.6 W.2.1 Text: The Cricket in Times Square chapters Review with students the lessons taught the last two days. Display both charts about characters points of view, and reading with expression. Explain that today you will read the last three chapters of The Cricket in Times Square. Create or add to the chart that has characters names on it. Read chapters aloud. Continue to read with expression for each character. Choose your favorite character, model for students how you write your opinion about this character. Share how their point of view makes an impact on you citing text based evidence. Allow students to choose one character to write a reading response piece. Tell the students they will write a short opinion piece as to why this character is their favorite with evidence from the text as to why they favored their point of view. Time to Read: Encourage students to think about their characters point of view in their own text. Time to Share: Students will read their response to their reading buddy.

5 Reading Thursday - Week 6 RL.2.6 Acknowledge the differences in the points of view of characters, including by speaking in a different voice for each character. Text: Snow in Jerusalem by Deborah da Costa Review with students that characters in stories have different points of view. Introduce the story Snow in Jerusalem. Explain that this is a story about two boys from two different villages. Read the book aloud to the students. As you read ask the students questions to turn and talk to their neighbor about each one of the characters. Create a T chart so you can track thinking about each boy. List characteristics, and the cultures of each boy. Provide turn and talk moments so students tell why they think that the different boys have different point of views. Time to Read: Encourage students to think about their characters point of view in their text. Reflect and Share: Invite several students to share their thinking about a character in their book and their point of view.

6 Reading Friday - Week 6 Acknowledge the differences in the points of view of characters, including by speaking in a different voice for each character. RL.2.6 Text: One Green Apple by Eve Bunting Share with students how please you are with their work thinking about characters points of view. Introduce the book One Green Apple. Tell them it is a story by Eve Bunting about a girl who is a new students. Turn and Talk - How do you think you would feel if you were the new kid at school? Allow some student responses. Explain to students you want to think about how the main character feels about being the new student. You may want to create a T chart for a think sheet to record some of your good thinking. One Green Apple Eve Bunting Farah's Feelings Text Based Evidence After reading a page or two, share with students you are going to stop and jot down your thinking. Model a few times before eliciting student participation. Time to Read: Encourage students to stop and jot in their readers response notebooks about one character's point of view and how you know (text based evidence). Share and Reflect: Invite a few students to share their learning and understanding about character's point of view.

7 Writing Monday - Week 6 L.2.4b W.2.2 W.2.5 Language focus: (L 2.4b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). Discuss with students prefixes that are commonly used to change the meaning of word. Share that this week you will be focusing on a different prefix each day. (Choose one to teach per day -Un, mis, pre, re, bi, im using the following teaching tip) 1. Present one prefix 2. Share the definition 3. Brainstorm words that begin with the prefix to create a mini word wall on just the one prefix 4. Discuss meanings of individual words as you add to your chart to ensure follow the rule. Writing lesson: Creating an Interesting Lead Share with students students you are in the final stages of the writing process. Commend them for all their hard word and perservance. Explain to students that when you begin your writing, you want to draw your reader in so that they will want to continue reading. You want to create a lead or beginning, that makes your reader want to read more. Create a T chart, share a few week beginning on the left side: I am going to tell you about the Brooklyn Bridge. / Here is my report about the Brooklyn Bridge. How would you like everyone in this room to begin their paper with one of these two starters? That would be really boring. As growing writers we need to think about different ways to hook our readers. One way I can do this is by sharing a surprising or interesting fact about our topic. Example: The Brooklyn Bridge is one of the oldest bridges in the United States. Share a few examples. Prompt students to think about their topics and something interesting they learned. Think about the most interesting thing you learned about your bridge that might interest someone. Share with your writing buddy. Time to Write: Students will revise their beginnings and continue to work on their writing. Author Share: Choose several students to share their beginnings.

8 Writing Tuesday - Week 6 L.2.4b W.2.2 L.2.2 Language focus: (L 2.4b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). Discuss with students prefixes that are commonly used to change the meaning of word. Share that this week you will be focusing on a different prefix each day. (Choose one to teach per day -Un, mis, pre, re, bi, im using the following teaching tip) 1. Present one prefix 2. Share the definition 3. Brainstorm words that begin with the prefix to create a mini word wall on just the one prefix 4. Discuss meanings of individual words as you add to your chart to ensure follow the rule. Writing lesson: Editing Our Writing Share with students that they're almost ready to publish their writing. The next step in the writing process is to edit our work. To edit our work we have to take a look at our writing and see if everything look right. Review your editing anchor chart. Show students the page you created for the class book. Tell them that they are going to help you make sure that everything looks right. Read through your page and think aloud as you check for capitalization, punctuation, and spelling. Make corrections as needed. Ask student to work with their writing partner to edit the page they've written for the class book. Have them look for the same elements. Time to Write: Ask student to take time to look carefully at the writing on their drafts to see what corrections may be needed. If they see things that need correction encourage them to make the changes. If students aren't able to detect needed correction you may need to support their efforts during conferencing. Author Share: Ask students to turn and talk with their partner about how their editing went. Did they make changes to improve their writing? Share with your partner one change you made while editing. Bring students back together to share their editing experience.

9 Writing Wednesday - Week 6 L.2.4b W.2.2 W.2.5 Language focus: (L 2.4b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). Discuss with students prefixes that are commonly used to change the meaning of word. Share that this week you will be focusing on a different prefix each day. (Choose one to teach per day -Un, mis, pre, re, bi, im using the following teaching tip) 1. Present one prefix 2. Share the definition 3. Brainstorm words that begin with the prefix to create a mini word wall on just the one prefix 4. Discuss meanings of individual words as you add to your chart to ensure follow the rule. Writing lesson: Share with students how proud you of their work this week. Cite a few specific examples you noted while conferencing. Recall how you taught students how to play TAG for peer revision. Model this process with a partner using a page from the class report. Growing writers play TAG... Tell something that you like Ask a question Give a suggestion Time to Write: Tell students they will play tag with at least two partners today. Remind students that a question usually represents a part of the writing that needs to be made more clear for the reader. They may need to add this information to their reports. It is up to them if they choose to add the suggestion their peers offer. Share & Reflect: Allow several students to share what advice they used from their partners to make their writing more clear.

10 Writing Thursday - Week 6 L.2.4b W.2.2 W.2.5 Language focus: (L 2.4b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). Discuss with students prefixes that are commonly used to change the meaning of word. Share that this week you will be focusing on a different prefix each day. (Choose one to teach per day -Un, mis, pre, re, bi, im using the following teaching tip) 1. Present one prefix 2. Share the definition 3. Brainstorm words that begin with the prefix to create a mini word wall on just the one prefix 4. Discuss meanings of individual words as you add to your chart to ensure follow the rule. Writing lesson: Polishing Pieces Remind students that they will be sharing their final products at the publishing party tomorrow. Share several positive elements you noticed during yesterdays work session citing specific examples. Time to Write: Students will complete their revisions and editing in preparation for sharing tomorrow. Encourage students to use their best handwriting and be neat with the text features they include. Author Share: Students will turn and talk about what they are the most proud of about their reports. Give the students an opportunity to read all the way through for their partner to practice their fluency.

11 Writing Friday - Week 6 L.2.4b W.2.5 W.2.7 SL.2.1 Language focus: (L 2.4b) Determine the meaning of the new word formed when a known prefix is added to a known word (e.g. happy/unhappy, tell/retell). Discuss with students prefixes that are commonly used to change the meaning of word. Share that this week you will be focusing on a different prefix each day. (Choose one to teach per day -Un, mis, pre, re, bi, im using the following teaching tip) 1. Present one prefix 2. Share the definition 3. Brainstorm words that begin with the prefix to create a mini word wall on just the one prefix 4. Discuss meanings of individual words as you add to your chart to ensure follow the rule. Writing lesson: (W 2.5) W.1.7 SL.2.1 Publishing Party Plan a celebration for students to share their reports with visitors. Each student should have the opportunity to share with multiple people in a small group setting or one on one.

12 Friday Thursday Wednesday Tuesday Monday Second Grade - Unit 3 Word Study - Week 6

13 Friday Thursday Wednesday Tuesday Monday Second Grade - Unit 3 Guided Reading - Week 6

14 Friday Thursday Tuesday Monday Second Grade - Unit 3 Speaking and Listening - Week 6 Morning Meeting: Standards incorporated into reading and writing lessons. Morning Meeting: Standards incorporated into reading and writing lessons. Wednesday Morning Meeting: Standards incorporated into reading and writing lessons. Morning Meeting: Standards incorporated into reading and writing lessons. Morning Meeting: Standards incorporated into reading and writing lessons.