Investigating Informational Text Lesson Organizer

Transcription

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

Investigating Informational Text Lesson Organizer

Transcription

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