+ Unit Plan Lesson Planet: Curated OER Celebrating Traditions: Challenge Activities (Theme 2) For Teachers 3rd The main lessons in these resources are designed to introduce, practice, and reinforce key academic language functions. Students begin to revise their work by considering word choice. . I did not read too quickly or too slowly; I read with feeling to show more about my character. Students choose between a happy face, straight face, and sad face to rate their fluency. Texts are provided via several resources: The materials include the following other activity choices for teachers to ask students to complete: The Reading Workshop Center Support Guide includes activities for students to practice skills that reinforce the units learning and keep themselves accountable for what they are reading. The materials contain questions and tasks that build conceptual knowledge, are text-dependent, and prompt students to synthesize new information through myriad read-aloud texts, writing tasks, and Inquiry and Research projects. The materials include high-quality texts across a variety of text types and genres. Developing and Sustaining Foundational Literacy Skills. At the end of one minute, the teacher marks the word the student completed reading. The materials include appropriate use of white space and design that supports and does not distract from student learning. + Lesson Planet Article Lesson Planet: Curated OER In addition, the Intervention Assessments are designed to inform instruction. Resource includes:Lesson PlansGoogle Slides Day 1-15Building Background knowledgeVocabulary activities & visualsClose Reading suggestionsTurn and TalkWritten ResponsesCheck out my winter resources:K-2 Animals in Winter3-5 Imaginative Storytelling with the Arts2-3 Ten Ways to Hear SnowFollow me on Social MediaPinterestFacebookThe Other Side of the Reading Rope BlogTTT, This resource includes a Student Notebook with all the resources from Into Reading's Comprehension and Vocabulary in one place. For example, in a lesson titled Months, the English learner support note suggests creating a classroom environment where childrens first languages can help them learn English. The design includes scaffolds for students to demonstrate the integration of literacy skills that spiral over the school year. The materials do not include a 220-day schedule, but the materials have enough depth to extend learning. Listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses. The Progress-Monitoring Assessments can be administered on a bi-weekly basis to assess the beginning reading skills of students. Students at the Beginning level practice speaking and acting out how to say hello and goodbye in English; then, they share with the class how to say hello and goodbye in their native language. Students think about a tradition or cultural experience they have shared with someone else. The teacher demonstrates cursive by starting at the middle line and curving down to the bottom line to form letters a, d, and o. Students read the text frustrationally if they read 135 words or less accurately (below 90% accuracy). Half of the words on this assessment are multisyllabic, decodable words, and the rest are high-frequency words. The materials suggest using the Screening Assessments to screen all students for reading difficulties at the beginning of the year. The materials include assessment and guidance for teachers and administrators to monitor progress, including how to interpret and act on data yielded. 27-31 2/19 - off Monday (PD) Lesson 23 pp. Texts (what students read, see, and hear), Section 3. Houghton Mifflin Lesson Plans - Gradual Release of Responsibility Information is provided about research-supported strategies to build language, including building background knowledge, using visuals, explicitly teaching vocabulary, reading repeatedly, and using sentence frames. Modules 11 and 12 review genres and previously taught comprehension skills and strategies. The module topics that are the organizing structure for the program demonstrate similar topics that grow across the grades, and the grade-level scope and sequence documents show evidence of skills that build across grade-levels. In Module 7, students begin spelling practice by taking a pretest over words with r-controlled vowels, or and ore. After the pretest, the spelling lesson begins as the teacher models the sound for the week within the words, with r-controlled vowels with or and ore. Students watch as the teacher models correct formation of the letters. The materials coach students to read with accuracy and self-correct when necessary: If a word is hard to say, add a note next to it showing how to pronounce it. Later in the year, students answer the questions Why might the author bring this up again and again? and What does this make me wonder about? Using the text May Day Around the World, the teacher models thinking when a signpost is recognized: I wonder why Maria and Carlos hide. The lesson plans correspond to whats in the teacher manual. Which sentence includes figurative language? Playing rough on the playground could cause. In Module 6, students discuss the genre characteristics of fantasy, narrative nonfiction, informational text, poetry, and video. Students compare their lists with a partner and share ways they can help others. Describe the weather and how it helps you decide what to do that day. This task helps them begin to learn about poetry and consider the weather and how it impacts people. )15 Reading Lesson Plans15 Writing workshop Lesson PlansYOU CAN EDIT THESE LESSON PLANS. Stay on topic. Why or why not? Students review Anchor Chart 39: Collaborative Conversations and learn to ask questions with more than one word when they do not understand their partners. ', 2nd Grade Teacher, Eleanor Roosevelt Elementary, PA. Arriba la Lectura! Maria and Carlos wanted to surprise Ms. Garcia. Record what you read below. Materials also include scaffolds and supports for teachers to differentiate vocabulary development for all learners. Pictures and graphics are supportive of student learning and engagement without being visually distracting. Module topics and the texts within those topics connect from grade to grade. This text has a Lexile Level of 600L, which is above the complexity for this grade level. The materials include a TEKS for English Language Arts and Reading-aligned scope and sequence. As students are reading the book, the teacher questions students regarding the structure of the text. The teacher uses the word weather and questions students to add what the word makes them think of, how it feels, and how it is different in other parts of the country. This informational text explains how snow crystals and snowflakes form.
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hmh into reading lesson plans grade 2
