Focus Lesson- Grade 2, Module 2: Lesson #2

Wild Tracks
Ms. Robb 11-14-17
LEARNING GOAL / OBJECTIVE MCCRS
Students will be able to determine the meaning of Primary: RI.2.4 Determine the meaning of
unknown words and by identifying useful context clues words and phrases in a text.
and illustrations.
Secondary: RI.2.1 Ask and answer questions
such as who, what, where, when, why and how
to demonstrate understanding of key details in
a text.

CHECK FOR UNDERSTANDING MATERIALS

Observation of student learning and behaviors/ Text: Wild Tracks by Jim Arnosky
anecdotal records - Chart (printed and on chart paper)
- Copies of the text for students to annotate
- Exit tickets
- Definition page
AGENDA (Lesson Sequence)
BIG IDEA/TASK
Total Time: 20 min.
Introduction & Establish Purpose/ Lesson: Thinking about the context clues and
Connect with Prior Learning (1-2 min.) illustrations can help readers figure out the
meaning of a word and/or phrase.
Name It! (1-2 min.)

Explicit Teach (5-10 min.) Module: Animals Around Us

Shared (3-5 min.) TASK: Students determine the meaning of

words and phrases in Wild Tracks. (RI.2.4)
Guided (3-5 min.)

Send Off (2-3 min.)

LESSON SEQUENCE TEACHING MOVES & LANGUAGE
State the purpose of the strategy, skill or task:
*Review the objective before beginning. I will know that you have met this
Introduction & objective if you are able to explain words that you do not know correctly based
Establish Purpose on the text.

Connect with Prior Its important to use a variety of strategies and resources to help determine
Learning what words and phrases mean such as using context clues and/or illustrations.

Possible Word Study Add that even as adults we must use this skill when identifying words we do
Connection Reminder not know. For example, this happens when we receive write ups from doctors.
 Most medical terminology is unfamiliar to most adults so they must use the
(1-2 min.) other words and pictures around the word we do not know.

Present the students with the printed vocabulary Context Clues. (post on the
vocabulary wall after the lesson for students to refer back to)

Name the strategy, skill or task.

Today were going to read one sections of our text and identify words and/or
Name It! phrases that are confusing.

Tell them what you will Explain when the strategy or skill is used.
teach today.
When weve identified some words, we will then use the context clues and/or
(1-2 min.) illustrations to help us determine what we think the word means. Good
readers use a variety of strategies to help them determine the meaning of
unknown words/and or phrases.

Demonstrate how the skill strategy, or task is completed.

Direct explanation
Demonstration/model

Im going to read a page of text to you and highlight some words that I
struggled with. Im going to show you how I choose a strategy to determine
the meaning of the word. Im going to use a chart to help me.

Then you will go to your desks and work together to practice this skill as a
Explicit Teach/
group and we will come back together to check for correctness. Finally, you
Direct will have an exit ticket to complete by yourself.
Explanation
UDL Connect: Use chart throughout the lesson.
Show them exactly
how to do it. Read and Section Word What I Will What I My
think aloud while they Use to Think it Picture
watch, or demonstrate Figure it Out Means
(illustrations or
exactly what you want
context clues)
them to do.
Deer dewclaws
(5-10 min.) Tracks
stability

abrupt
 Model: Stability

Im going to turn to the section, Deer Tracks. Im going to read the whole
passage and then I will go back to words that confuse me or.

I came across the word stability, which confused me. Im going to reread and
see if the context clues, or the words around it, can help me figure out the
meaning of the word stability. It says, Deer running or walking on slippery
mud or ice spread their hoofs wide for stability. I know that running or
walking on mud or ice is more dangerous that on a dry, rough surface so they
must spread their hoofs wide to help keep their balance so they dont fall.
Stability in this sentence must mean that their step is firm or steady to prevent
falling or slipping.

Model for students how to fill in the information on each section of the chart.
Make sure to annotate the copy of the text, circling the picture and words that
help me figure out the definition.

Turn and Talk with your assigned partner: How would you use the word
stability in a sentence based on the definition I came up with?

Alert learners about errors to avoid

Im going to record what I think the word means. Remember, my thinking

may not be correct and that is okay. Im learning how to use strategies to help
me instead of just skipping over the word.

Assess the use of the skill

I will reread the sentence to make sure that the definition I came up with
makes sense within the text.

Invite the students into the learning.

Because this is a strategy that we have practiced before, I am going to send

Shared Practice you back to your tables to work on the next two words i/w:r>r group. I have
already identified the words dewclaw and abrupt by boxing them in the text.
Ask them to try it with Using the text that I copied, complete the chart on the back the same way that
you. I did.

Think about: 1. When I say natural, silently walk back to your seat and get out a pencil
2. You will have 5 minutes to complete the chart and then we will share
Stopping points out
 Higher order 3. Make sure to identify what on text and illustrations helped you figure
questions it out by circling it
Consistent checks 4. Work with your table in a level 2 voice
for understanding 5. Paws will be given for groups working cooperatively together
6. If you finish early reread the section to yourself to practice your fluency
(3-5 min.)

Draw equity sticks for students to share out about the answers their groups
came up with. Remind students of the expectations as someone is talking.
Make sure to have students identify what exactly in the text helped lead them
to their answer.

Monitor students understanding through informal assessment.

Guided Practice If students seem to have a clear understanding have them work through the
Ask students to work exit ticket independently while monitoring the room for questions. If the
with peers to practice students do not seem to understand the concept, lead them to complete the
new learning. exit ticket as a whole group.

Reinforcement
activities

(3-5 min.)
Check for understanding through formative assessment.

Continue to revisit strategies as needed to support independent application

Bear Tracks
Send Off
Word: splayed
Revisit the purpose of
the lesson. Pass out an exit ticket to each student. Have them use their other completed
chart to act as a guide when working alone.
Remind students to use 1. You will have 5 minutes to work independently on the exit ticket
the strategies in their 2. Read the section of the bear tracks passage
independent reading. 3. Then using contexts clues and illustrations, fill in the black box
4. Use a level 0 voice
5. If you finish early draw a picture of a bear that you imagine after
reading this passage.
Small Group, Guided, and Independent Reading Instruction:
Please use timely student data and guidance, provided in
Curriculum Overview docs, for small group construction.
Use this time to revisit the purpose of the lesson, including connections to
science and social studies. This time is also an opportunity to make
Wrap-up connections to word study skills taught in other parts of the instructional day.
Encourage students to practice skills in their writing and to make efforts to
practice recent learnings.